English for teachers & peace corps volunteers

DOCUMENT RESUME
ED 289 352 FL 017 066
AUTHOR Holt, Daniel D.; And Others
TITLE English for Teachers.
INSTITUTION Peace Corps, Seoul (South Korea).
PUB DATE 74
NOTE 112p.
PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)
EDRS PRICE MF01/PC05 Plus Postage.
DESCRIPTORS *Classroom Communication; *Daily Living Skills;
Dialogs (Language); *English (Second Language);
Foreign Countries; Grammar; Health Education;
Interpersonal Communication; Proverbs; *Reading
Materials; Second Language Instruction; Teacher
Student Relationship; Teaching Guides
IDENTIFIERS *Peace Corps; *South Korea
ABSTRACT
The text for. English as a second language is designed
to help Peace Corps volunteers and Korean teachers of English improve
English language instruction in South Korea. It is not a complete
course, but a review of basic English grammar for use in classroom
communication, designed as a basis for curriculum and materials
development. Topics covered in the units include the environment,
contemporary living, careers, health, adventure and travel, and
interpersonal communication. Each unit contains a reading selection,
notes on grammatical points, sample conversational exchanges, songs
or quotations, and writing exercises. (MSE)
***********************************************************************
* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
**********************************************************************

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This document has been reproduced as
received from the person or organization
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O Minor changes have been ma& to improve
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Points °knew or opmonsstated thisdocu-
mint do not necqssanly represent official
OERI position or policy

PREFACE
DESCRIPTION
SUGGESTIONS
UNIT 1
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
UNIT 2
. Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
UNIT 3
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
TABLE OF CONTENTS
OF THE FORMAT
FOR USING THIS MATERIAL
ENVIRONMENT
present of 'be'
simple present tense
adverbs
frequency words
the connective 'when'
commands
direct quotations
time and place
the connective 'however'
'because' and 'since'
the expletive 'there'
CONTEMPORARY LIVING
regular past
possessives
past of 'do'
'before' and 'after'
past of 'be'
cardinal and ordinal numbers
the definite article
indefinite articles
'one' and 'the other'
compound nouns
count and noncount nouns
object pronouns
irregular past
CAREERS
present continuous
future with 'going to'
present perfect
passive
'get' with past participle
past continuous
the connective 'while'
adjectives used as complements
after direct objects
past participles as modifiers
adjectives in -ing
review reading
page
ii
iii
1
2
4
6
8
12
13
15
17
19
21
24
25
27
30
32
35

UNIT 4 HEALTH
Chapter 1 future
requests with 'will you' and 'won't you'
Chapter 2 uses of 'would'
'used to'
Chapter 3 modals
Chapter 4 'shall we' and 'let's'
Chapter 5 be + noun/adjective + verb
'by' and 'until'
UNIT 5 EDUCATION
Chapter 1 comparisons
Chapter 2 adverbials
Chapter 3 linking verbs
Chapter 4 verbs with to + verb
Chapter 5 review reading
mu 6 ADVENTURE AND TRAVEL
Chapter 1 reflexives
Chapter 2 two-word verbs
Chapter 3 gerunds
Chapter 4 conditionals
Chapter 5 subjunctives
37
38
40
43
46
49
53
54
57
59
61
63
65
66
67
69
71
73
UNIT 7 THE COMMUNICATIVE POWERS OF MAN 76
Chapter 1 'It' in subject position 77
Chapter 2 statements connected with 'and...too' and 79
'and...either'
Chapter 3 valifiers
Chapter 4 complements
Chapter 5 connectors
UNIT 8
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
relative pronouns
relative word in clauses as complements
relative word in clauses as subjects
nonrestrictive clauses
comprehensive review
5
81
83
85
87
88
91
93
95
98

PREFACE
Wish for Teachers was designed to aid Peace Corps Volunteers
and Korean teachers of English in their effort to improve the quali-
ty of Englidh language instruction in Korea. In cooperation with
the Korean Ministry of Education, Peace Corps Korea participates in
retraining workshops which presently involve 2,500 Korean teachers
of English per year. This text was developed in an effort to stand-
ardize the worksh4 'curricula throughout the provinces and to increase,
the effectiveness of the program.
What follows is not a complete course in English nor was it in-
tended to be. It is an ordered review of the main grammar points of
English and a sample of the variety of ways these may be incorporated
into the classroom. As such, it is a framework from which all parti-
- 'cipants in the program can develop English language materials. It
should also serve as an instrument of evaluation.
The principal author of English for Teachers is Daniel D. Holt,
Teacher Training Program Advisor for Peace Corps Korea. He was res-
ponsible for the design and development of these materials. He de-
pended heavily upon a group of Peace Corps Volunteers who contributed
much time and talent to this text. They were Philip and Sandra
DeAngelis, Mary Davidson, Charles and Norma Shelan, and Robert Snyder.
We are grateful to Paul Hoff for the attractive cover design and
for tedious long hours of proofreading. Appreciation is also due to
Lou Spaventa for his advice on the original manuscript and to Kim
Joung Sook for her typing and her patience.
We wish also to express our gratitude for the continual support
of Korean Ministry of Education officials Messrs. Rhee Choon Ji and
Kim Duk Ki, of the Superintendents of the Provincial Boards of Educa-
tion, and of the English Supervisors, Messrs. Ju Heung Sup, Yoo Jae
'Sin, Lee Yang Woo, Choi Ip Kee, Choe Jong Keun, Hong Tae Hyu, Chi Hee
June, Kim Yong Ho, Chung Chan Young, Hwang Woo Suk, and Lee Hyuk Sun.
William P. Reich
Education Officer, Peace Corps Korea
Seoul, June 29, 1974

4
DESCRIPTION OF THE FORMAT
Most of the grammar points in English can be found in the forty
Chapters that follow. These points have been grouped into eight
Units in terms of structural and/or semantic similarity. Each of
the first seven *Units contains:
1. a Comprehensive Reading that encompasses all of the
grammar -points included in that Unit. It may be seen
as a PREVIEW of the Unit.
2. five Chapters, each of which was written to include a
limited number of the grammar points of that Unit.
Together they may be seen as an IN DEPTH VIEW of the
Unit.
3. A Review Reading in Chapter 5 that encompasses all of
the grammar points included in that Unit. It may be
seen as a REVIEW of the Unit.
*Unit 8 contains only one set of new grammar points
and only one Comprehensive Reading. The last four
Chapters of it contain reading selections and acti-
vities that include grammar points from the first
thirty-six Chapters.
In any one of the forty Chapters, the grammar point(s) around
which that Chapter was developed can be found in at least fopr or
more of the following:
1. Exchanges
2. Dialogues
3. Readings
4. Writing Exercises
5. Quotations
6. Proverbs
7. Songs
8. Riddles
9. Activities
10. Poems
7

SUGGESTIONS FOR USING THIS MATERIAL
As learning plans are written for experiences which will exact
more from the students and less from the teacher, the following
approaches for each of the kinds of material included in the Units
aii.ght be oonsidered:
I. Comprehensive Reading
A. Before dealing with this in any way, the teacher should
check the grammar boxes in each Chapter of the Unit.
Wherever possible, page references from the Appendix of
e and Life in the U.S.A. are included to give the
tea er a clear understanding of what the various grammar
point(s) are.
B. This Comprehensive Reading may be seen as a PREVIEW of
the Unit. The teacher might use part or all-OrTEM read-
ing in assisting the students with:
1) RECOGNIZING what grammar points will be developed
in the Chapters of that Unit and
2) GENERATING the grammar points before/after they
are dealt with in each of the Chapters.
C. While many parts of the Chapter will refer to this reading,
the teacher should make every effort to use it at any time
to indicate or develop the grammar point(s) in listening,
speaking, reading, and writing exercises.
D. A process that may be useful for students in dealing with
the Comprehensive Reading (as well as the other Readings)
to develop reading ability is reprinted here from Interactions
iLD.12.4±1with the permission of Cynthia Choy-ong, Dale A.
Eager, and Park Myong -seok.
1) Read each selection all the way through without
stopping to decode and decipher or translate sentences
that are difficult to understand. In this first read-
ing, try to get a general idea of the content of the
selection.
2) Read the selection a second time without stopping,
but this time underline words and expression you do
not understand
iii

SUGGESTIONS FOR USING THIS MATERIAL/2
3) Go back and look at each underlined word or expression
and try to guess its meaning. In some cases, your guess
will be very imprecise and vague. You may know that a
word means "something good" or "something bad" or "some
kind of machine" or 'an action". In other cases, especial-
ly when the word is used several times in the passage you
may be able to arrive at a very precise meaning.
*To see how this process is applied to one of the Readings,
see Unit 41 Chapter 4.
II. Grammar Points
A. The grammar points around which each Chapter was developed
can be found in the box at the beginning of the Chapter.
B. The importance of researching the grammar point(s) with the
reference pages given cannot be stressed enough. Through.
investigation of the grammar points in Language and Life in
the U.S.t., as well as in other grammar books and textbooks,
the teacher can develop a clear understandingOrwhat the
grammar points are and how they can be inter- related.
C. The knowledge achieved by the teacher and students about
the grammar points should NOT result in extended discussions
about the language. It should result in learning plans that
gave the students every opportunity to generate and use the
language intensively and competently.
III. Review Reading
A. This may be seen as a REVILW of the Unit. It contains most
of the grammar points included in the Comprehensive Reading
and in the Unit.
B. This reading should give the students a chance to see that
the competency they achieved during their experiences in
the Unit has allowed them to read, comprehend, and discuss
this reading with ease.
C. The teacher could also use this reading to give the students
further experience with grammar points that were troublesome
for them during study of the Unit.

SUGGESTIONS FOR USING THIS MATERIAL/3
IV. Exchanges
In a number of Chapters, Exchanges are included to show how
the grammar points work in natural, short conversation. The
teacher should allow the students to expand each of these two or
three line Exchanges by:
1) substituting other vocabulary in them at every opportunity,
2) letting the students make sentences similar in meaning
but different in form than those in the Exchanges,
3) adding sentences to the Exchanges that contain grammar
points from previous chapters,
I) developing situations and visuals to add "reality" to
the practice involved, (As with all work in the classroom,
then Exchanges should be practiced in "real" situations
or with pictures.)
5) writing more Exchanges and re-writing those included here,
6) having the students write Exchanges around the grammar
points of one chapter or all chapters studied to that
point.
V. Remaining Parts of the Chapter
The Dialogues, Activities, Proverbs, etc. represent further
development of the grammar point(s) and/or topic in each Unit. The
teacher should consult other TESOL materials for suggestions that
will make the greatest use of these parts of the Chapter.
With all of the parts of the Chapter the teacher should remember
that any text (including this one) must.be adapted to fic the needs
of a particular moment in the classroom. The teacher must continually
strive to use the text to develop special activities that exact more
and more from the students and less and less from the teacher. Per-
haps the best way for the teacher to create such activities is to make
every effort to focus on what the students are and/or could be think-
ing and doing.
Regarding the students as primary in the learning situation will
create situations in which their interests, aspirations, likes, and
dislikes will come alive, allowing tLem to discover things about their
world, themselves, and the language they are trying to master.
- d.h.

Unit 1
ENVIRONMENT
Comprehensive Reading.
The People Crisis
Contrary to popular opinion, there is no "energy crisis."
The earth's resources are abundant. There is a problem only when
man's demands exceed nature's limits. When the birth rate exceeds
the mortality rate, scarcity of resources inevitably results.
Man now faces a "people crisis."
Korea is already overcrowded. There are presently more than
300 people for every square kilometer of land in Korea. Take a
look around you. Buses are packed and the streets are crowded.
However, population growth continues rapidly. One Korean baby is
born every 41 seconds, while there is only one death every four
minutes. In one hour, 90 Koreans are born.
Usually war, famine, and disease limit the growth rate. The
achievements of modern medicine, however, upset this balance of
nature. According to one scientist, "The future is in our hands.
Plan for it!" Fortunately there is a solution to the problems of
overpopulation. As the Korean New Community Movement says, "Don't
have a baby this year."
11 1

Unit 1
Chapter 1
1. Dialogue
. bie verb, Present Tense (p. 420
Korea is already overcrowded.
The eaRh's resources are abundant.
§lathTI:L Tense (p. 438)
Man now faces a "people crisis."
A: What time is it?
B: It's.... Oh no!
A: What's the matter?
B: This crazy watch never works.
A: Really?
B: Ye',;. And it's brand new.
II. Exchanges
A: Is he an American?
B: No, he's a Canadian.
A: Whose English text is this?
B: It's Mr. Kim's, but go ahead and use it.
A: Australia's a prosperous country, isn't it?
B: Yes, and "le population is small.
A: Doesn't he live in Inchon?
B: No. He works in Inchon, but he lives in Seoul.
III. Quotations
You are what you eat.
- N.O. Brown, Love's Body
2
An educated woman ceases to be the slave of man and nature.
Education is, in the fullest sense of the word, emancipation.
- Population Explosion
12

Adverbs (p. 464)
Korea is already overcrowded.
Fortunately, there is a solution.
Population growth continues rapidly.
Frequency Words (p. 466)
never/seldom/occasionally/often/usually/always
The Connective 'when' (p. 470)
When I have time, I usually play pingpong.
I. Exchanges
A: How often does he speak English?
B: Only when he meets an American.
A: Do you ever play tennis?
B: Sure, when it's not too hot.
A: Ms. Park isn't here yet, is she?
B: No, this is strange. She's always on time.
A: Isn't he here yet?
B: He's usually late when it rains.
II. Quotations
The accumulation of knowledge is the source of all wealth.
- Population Explosion
Austerity is elegance.
Ahn Pil Jae
III. Activity
A. Name something that you often do on Sundays.
always
usually
never
seldom
sometimes
4
4

Unit 1
chapter 2
III. Activity
B. Practice the following exchange with the cues listed below.
ex. letters in English
A: Do you ever (write letters in English)?
B: Yes, I (often) do.
1. coffee without sugar
2. classical music
3. to school by taxi
4. tea without cream
IV. Riddle
5. to the beach in the winter
6. raw fish
7. to t-thool on time
8. visual aids in the classroom
I am very unhappy lately. I live in a river but my hrTe
is not clean or comfortable. Lately my eyes burn and I am short
of breath. Most of my friends are dead now. People seldom
catch and eat us any more.
What am I?
What's the problem?
15 5
)

Commands (p. 454)
Take a look around you.
Direct Quotations
"The future is in our hands," the scientist says.
I. Some common classroom commands:
Open your books.
Be quiet.
Stand up.
Sit down.
Come to the blackboard.
Sit up straight.
Attention. Bow.
Pay attention.
Open the door/window/your books.
Close the door /window /your books.
Put your books in your desk.
Look at page
*Practice giving these commands politely with "please" or
with proper intonation and stress.
II. Exchanges
A: She's upset about something.
Just leave her alone.
A: Brush off your coat.
B: Is something on it?
A: Yes. I think it's chalk dust.
A: Please sit up straight.
B: I'm sorry. I'm tired.
III. Proverbs
Practice what you preach.
Never put off until tomorrow what you can do today.
Speak softly but carry a big stick.
Don't look a gift horse in the mouth.
16

Unit 1
Chapter 3
IV. Reading
The Japanese have a big problem. The air in their cities
is often heavily polluted. It is increasingly difficult to find
a breath of fresh air anywhere in Japan.
When residents of Tokyo want same clean air, they sometimes
look for special oxygen machines along the sidewalks. A sign on
the machine says, "Fresh Country Air. Please deposit 100 yen."
The Tokyoite deposits his money, places a mask_over his face,
and breathes deeply.
This situation is unusual. However, pollution-free environ-
ments are disappearing rapidly. Says a well-knwn scientist,
"Dirty air is the number one health hazard in -ur cities today."
Writing
With the cues given below, making sentences that includea
command and a direct quotation.
ex. policeman/stop /car
"Stop the car," says the policeman.
1. teacher/study/hard
2. mother/cry/don't
3. teacher /look /books
4. host/here/sit
5. taxi driver/100 won/give
6. doctor/every two hours/take
7. principal/come/7:00/school
8. policeman/I.D. card/show
9. Mr. Kim/look/monkey
10. child/candy/give
11. Miss Lee/where/going
12. customer/how much/cost
5 5
17
7

Unit 1
Chapter 4
Time and Place (p. 464)
He always eats lunch at noon in that
restaurant.
The Connective however' (p. 483)
The achievements of modern medicine,
however, upset the balance of nature.
He likes his work. However, the pay is
not good.
I. Riddle
Usually I am round. My face is pale, but sometimes it glows
at night. When I'm all wound up, I work night and day. I
also have two busy hands. People depend on me a lot. However,
they're always staring at me. I don't talk, but I'm certainlynot silent. I'm a verteran traveller and usually a trustworthy
companion. In fact, I'm probably with you right now.
What am I?
II. Exchanges
A: What does your brother do?
B: He works at a bank.
A: Does he work late?
B: He gets off at six.
A: He's not in the office very often, is he?
B: No, but he's always there on pay day.
III. Writing
A. Using "however," expand the sentences below.
ex. Mr. Lee is often late.
a. However, he is a fine teacher.
b. Mr. Park, however, is never late.
8

Unit 1
Chapter 4
III. Writing (continued)
1. Mr. Park saves his money.
2. America is prosperous.
3. The earth's resources are abundant.
4. Cigarettes are hazardous to our health.
5. Ms. Cho enjoys her work.
6. Myong Suk is a poor student.
B. Divide the class into two groups and compose riddles of your
own.
IV. Dialogue
A: Pardon me, is this the bus to Chonju?
B: No, that bus left at two.
A: When does the next bus leave? I'm in a hurry.
B: Not until four.
A: Well, I'd better take a cab.
V. Activity: Guided conversation
1. When and where does the special express from Seoul arrive?
2. When and where do you usually meet your friends?
3. Where do you buy bus tickets?
4. When do you quit work each day?
5. Where do you eat lunch?
etc.
9
19

'because' and 'since' (p. 472)
He doesn't eat kimchi because it's hot.
Since he doesn't eat kIEEEI;The is always
hungry.
The expletive 'there' (p. 426)
There's a book on the desk.
Some fish and seaweed off the coast of Pusan is unfit to eat
because it contains excessive amounts of mercury.
- The Korea Times, 1974
II. Exchanges
A: Is there a phone here?
B: Yes, it's in-the other ro,Jm.
A: Why not drink some beer with me tonight?
B: Because I have school tomorrow.
A: That's no excuse.
A: Since you speak English so well, what does this word mean?
B: I don't know. Look it up.
III. Dialogue
A: There's a beer hall around here, isn't there?
B: Yes. There it is across the street.
A: How about a coup_a of quick ones?
B: But what'll our vice-principal say?
A: Don't worry about him. All work and no play makes Jack
a dull boy.
20

Unit 1
Chapter 5
IV. Review Reading
There are usually two points of view to any problem.
While most people agree that a healthy, clean environment is
important, they disagree on the means to this end. After all,
pollution control is often bad for business. It cuts profits.
One short-sighted scientist, Dr. Herman Kahn, says, "We
must contimally develop our industry. When we are all rich,
then worry about the environment." On the other hand,
Buc3ciinster Fuller, another scientist, says, "Our earth is a
spaceship. It's air and water supplies are.limited. We
must plan for our children and grandchildren."
A Chinese proverb
apple?"
There is only one
future."
asks, "How long can 10 worms eat one
sane rule of business, "Provide for the
V. Activity
The Review Reading states that "there are usually two points of
view to any problem." Using "because" or "since", give two
points of view regarding the following problems:
1. pollution control
2. birth control
3. higher teachers' salaries
4. corporal punishment
5. adoption
21

Unit 2
CONTEMPORARY LIVING
Cdnirehensive Readiu
A T jpical Day in Sam's Life
Sam usilatly gets up at 7:00. This morning Sam's alarm clock
rang at seven o'clock and he got up at once. Sam seldom does phy-
sical exercises, but this maining he got out of bed and did physi-
cal exercises for ten minutes. Then he was ready for a quick cold
shower. After he took his shower, he plugged in his electric razorand shaved. Then he plugged in his electric toothbrush and brushed
his teeth. Next, he washed his face, combed his hair, and put on
after-shave lotion. After that, Sam picked out his suit, shirt,
and tie. He got dressed and then ate breakfast. For breakfast he
had orange juice, scrambled eggs, toast, and coffee. After break-
fast, he smoked a cigarette and listened to the news on the radio.
At 8:00 A.M., he put on his coat and left for school.
Sam went to school by subway. The subway was crowded and he
didn't get a seat. In the subway, on his way to school, he looked
at the signs on the walls of the car, watched the faces of the
other passengers, and read the newspaper headlines over someone's
shoulder. It took him about half an hour to get to school. Sam's
first class began at nine o'clock and his last class ended at three.
After school, he went to a coffee house with his friends for an
hour or so. Afterwards, he went home. As soon as he got home from
school, he sat down and prepared his lessons for the next day. At
seven o'clock he ate dinner with his brother. Sam often eats din-
ner with his brother.
Occasionally Sam watches television for an hour or two but he
always studies first. Sometimes he takes a walk in the evening, or
visits a friend. When he goes out on a date, he usually gets home
before midn5ght, be. ause by twelve o'clock he :s generally tired.
He takes off his clothes, gets into bed, and falls asleep immediate-
ly. He sleeps until the alarm goes off again the next morning.
22

Unit 2
Chapter 1
Regular Past (p. 439)
She answered me.
Possessives (p. 437)
Where'is John's book?
Past Tense of 'do'
'before' and 'after' (p.472&470)
I. Exchanges
Which one of the animals barked?
B: The dog barked.
A: Did you enjoy the vacation?
B: Yes, but I'm really tired.
A; Didn't you mail my letter?
B: No. I'm sorry, I didn't.
A: Didn't you study last night?
B: Yes, I did. I studied for two hours.
II. Tongue Twister
Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers;
Where's the peck of pickled peppers Peter Piper picked?
III. Writing
Rewrite the following sentences using the correct possessive
and the correct form of the past tense.
1. Sam (jump) out of bed and (do) physical exercises.
2. He (shower) before he (shave).
3. After' shower, Sam ------TRug) in electric
razor and (shave).
4. Then he ---Clug) in electric toothbrush and
(brush) teeth, (wash) face,
and ,
(comb7-77-- hair. 14
23

,
IV. Oral practice
.Make sentences from the groups of words listed below using
before or "after".
1. Sam goes to school - gets dressed
2. has breakfast - canes to class
3. eats breakfast - gets up
4. dries them - washes his hands
V. Dialogue
Complete the following dialogue between two people. One woman
can't find her pen and the other woman is trying to help her
find it.
14
A: my ?
B: Isn t desk?
A: No, put there.
B: use morning?
A: Oh yes, loaned Ms. Lee.
24

Unit 2
Chapter 2
Past Tense of 'be' (p.443, group 14)
I was here yesterday.
Cardinal Numbers
one (1)
Sam has one brother
Ordinal Numbers
first (1st)
What was the first thing Sam did?
I. Poetry
There goes our lord the King,
His word no man relies on;
Be never said a foolish thing,
And never did a wise one.
II. Exchanges
A: Weren't Mr. and Mrs. Hong at the market last night?
B: No, they weren't. They were at the movies.
A: Was Sam at the coffee house yesterday?
B: Yes, he was there for an hour or so.
A: Were you at Frank's house this morning?
B: No, I wasn't. I was at home.
III. Activity
A. Read the following sentences aloud. Concentrate on reading
the cardinal numbers properly.
1. He thought he said "15," but he said "50."
2. About 15,000 people live in Yangyang township.
3. In Seong Il Middle School there are 3,150 students.
4. Are there 40 or 14 books in this box?
5. The population of Seoul is more than 6,000,000.
6. The population of Chunchon is nearly 200,000.
25,
15

1
Unit 2
Chapter 2
III. Activity (continued)
B. Read aloud the following sentences with ordinal numbers.
1, He finished 11th in the race.
2. She was here on the 23rd.
3. They work on the 110th floor of the World Trade Center.
4. Which horse finished 32nd in the race?
5. The 15th is fine, but I'm busy on the 16th.
6. Is your office on the 80th or the 18th floor?
IV. Writing
A. Write the following dates in cardinal numbers.
ex. 1/2/37 - January 2, 1937
16
1. 1/7/79 3. 3/4/39 5. 5/28/65
2. 2/13/28 4. 4/5/40 6. 6/15/56
B. Write the following dates in ordinal numbers.
ex. 6/15 = June 15th
1. 7/12 3. 9/3 5. 11/14
2. 8/1 4. 10/22 6. 12/10
C. Write a sentence giving last year's dates for:
ex. Korean Independence Day (8/15)
Korean Independence Day was on August 15th.
1. Buddha's Birthday (4/8)
2. Chusok (8/15)
3. Arbor Day (4/5)
4. IvImorial Day (6/6)
5. Parent's Day (5/8)
Oft
26

Unit 2
Chapter 3
The Definite Article (pp.433-436)
Take the 4:00 bus.
Indefinite Articles (pp.433-436)
A friend took an apple.
'one' the other'
You take this one. I'll take the other.
Compound Nouns (p. 458)
Sam has an electric toothbrush.
I. Activity
As your teacher reads the following passage at normal speed
fill in the articles "a" or "the" where appropinTet--In sane
blanks no article is required.
Mr. Jeong never eats in restaurant, but last night
he went to best restaurant in town. He ordered
bottle of beer but waitress was very slow. When
she finally Raight beer, it didn't taste good. Mr. Jeong
also ordered bulgogi. When food came, Mr. Jeong saw
friend. He came to table for moment and then left.
Now Mr. Jeong could TiElly eat! Then he tasted bulgogi.
It was terrible! He left restaurant at once. Mr. Jeong
never wants to eat meal in restaurant again.
II. Exchanges
A: What kind of electric appliance is that?
B: Which one do you mean? This one?
A: No, not that one, the other one.
A: Did you eat?
B: Yeah, I had an egg and a piece of toast.
A: Where is John's book?
B: Why don't you ask John?
27

Jinit 2
Chapter 3
III. Dialogue
Two people near a white house.
A: Who lives in the white house?
B: President Nixon lives in the White House.
A: No, not that white house.
B: Which white house do you mean?
A: That white house over there.
B: Oh, the Browns live in that white house.
IV. Activity
Make the following phrases into a compound noun.
ex. People brush their teeth with this - It's a toothbrush.
1. This man brings the mail every day. He's the
2. This per has news printed in it. It's a
3. This boy brings the paper every day. He's the
4. This teacher teaches English. She's the
5. This man collects the garbage. He's the
V. Writing
Write sentences with the following words that reveal the
difference the stress makes:
1. green lase green hcifise 2. smoking rm moking room
3. French teacher French teacher 4. racing horse racing hi5rse
VI. Proverb
"All that glitters is not gold."
28

16it 2
tdhapter 4
. Exchanges
Count and Noncount Nouns (pp.433-435)
Give me a few bananas.
Give me a,little butter.
Object Pronouns (pp.424 & 436)
He told us a joke, and we laughed at it.
A: Do you want some coffee?
B: Yes, I want a cup of coffee.
C: No, I don't want any.
A: Do you speak English?
B: I speak a little.
A: tl: he tell a story to you?
B: Y , he Told us about his hometown.
A: Did you give him any money?
B: No,, but he gave some to me.
II. Activity
Put the appropriate noncount noun with the following counters.
1. a loaf of
2. a pack of
3. a sheet of
4. ajar of
5. a tube of
6. a bunch of
7. a glass of
8. a cup of
9. a bowl of
10. a pair of
11. a bag of
12. a deck of
III. Activity
Use a little and a few with the following noncount and count nouns.
ex. Do you need any ink? Yes, lust a little, please.
Do you need any eggs? Yes, just a few, please.
1. butter
2. pencils
3. stamps
4. bananas
5. water
6. money
7. bread
8. chairs
9. sugar
10. time
29
11. gasoline
12. information
13. envelopes
14. eggs
15. help

Unit 2
Chapter 4
IV. Activity
Practice the use of the object pronoun with the following
groups of words.
ex. wrote/he/letter/her - He
1. did/letter/Jim/him/send?
2. question/he/ask/her?
V. Story
20
He
wrote her a letter.
or
wrote a letter to her
3. them/likes/she
4. need/they/it
Choi Yeong-suk went to the market yesterday. First she
went to a fruit stand, but because the prices were expensive
she went to another stand nearby. She bought a few apples and
a lot of cherries. After she left the fruit stand, she went to
the meat shop. However, the quality of the meat was not very
good, so she didn't buy any meat. While at the market, Choi
Yeong-suk bought some rice and some fruit. There were several
other things in the market, but she didn't buy any of them.
She didn't buy any baked goods or dairy products. She didn't
spend much money.
(.
30
P.

Unit 2
Chapter 5
Irregualr Past (p. 439)
He sang a song.
She sold her car.
I. Exchanges
A: Did you buy a new pen?
B: No, Sam lent it to me.
A: Did Sam take a shower this morning?
B: He took one before he came to school.
A: Didn't you watch TV last night?
B: No, I went to the movies.
A: Where did you get that new sweater?
B: I bought it at the market.
II. Review Reading
Jack's Embarrassing Experience
One of the things Jack likes to do is go to the movies.
Usually he likes to go with someone else.
Last Saturday night, I saw Jack with a pretty girl at the
movies. Yesterday, I spoke with him and he told me he had a
date with her. Her name was Barbara. Jack said he had an em-
barrassing experience. that night.
Before Jack met Barbara he went home and wrote some letters.
Then he took a shower, changed his clothes and ate dinner. He
left home and met Barbara at the theater. After they met, they
got in line for their tickets. At the ticket window, Jack reach-
ed for his wallet, but it wasn't there. He was very embarrassed
He said, "Barbara, I'm sorry. I forgot my wallet. May I borrow
some money from you?" Barbara lent him two dollars and he bought
the tickets.
21 21

;. .
Chapter 5
III. Activity
Use the past forms of see, speak, tell, etc. in answering
the following questions.
ex. Was Jack with his roomate at the movie?
No, he was with Barbara.
1. Did I see Jack at the movies with Barbara last Saturday night?
2. Did I speak with Jack yesterday?
3. Did Jack tell me he had a date with Barbara?
4. Who did Jack meet Saturday?
5. What did they do?
6. Did Jack have a good experience at the movies?
7. What did Jack write?
8. When did he write them?
9. Did Jack take a bath?
10. Did he eat lunch?
11. When did he leave home?
12. Did Barbara get in line at the theater?
13. What did Jack forget?
14. What did he say to Barbara?
15. What did Jack borrow from Barbara?
16. How much money did Barbara lend him?
17. What did he buy with the money?
IV. Writing
A. Complete the following sentences with the past tense.
ex. I net a student and
I net a student and told him to study hard.
22
1. When I was embarrassed
2. I forgot my watch and
3. He got up late and
4. When the principal called
5. After she hit me
6. Before I had a date.
B. List 5 things you did last night at home.
ex. I drank a glass of water.
32

Careers For the Future
Choosing a career is difficult. Everyone wants a doctor, lawyer,
or other professional in the family. Unskilled laborers, such as
ditch-diggers, do not have popular jobs. New careers, however, are
being created as society indnstrializes. These are technical careers.
Machines are being used more and more. Repairmen for these ma-
chines are going to be needed. T.V., automobile, and computer repair-
men are already in demand in Korea. People in technical careers are
going to have high-paying and interesting jobs.
Professional. careers are now overcrowded. In the future, profes-
sional people will be needed but competition for the few jobs is going
to be rougher. We do not know the future. However, new professional
jobs are going to be created. Teaching technical skills, for example,
is going to be one of them.
Society is always going to need skilled and unskilled manual la-
borers for factory and construction work. In the United States some
skilled laborers earn more money than teachers. This is because ma-
nual labor is unpopular. The U.S. has a manual labor shortage while
it has much unemployment in other jobs.
Manual labor, too is undergoing change. It is changing from un-
skilled to skilled labor. Automation replaces men with machines, but
it also creates new jobs. For example, ditch-diggers are unnecessary in
an industrialized society. This is because bulldozers do more work
much faster. The bulldozer driver was trained at a technical school
and often earns more money than a teacher.
While you are choosing a career, think about these questions:
Is your job going to be needed in the future? Is it going to be re-
placed by a machine? Is a professional career really for you?
34

'.;;W:T":.7"'-'`1:-',- -' ,
Unit 3
Chapter 1
Present Continuous (p. 444)
His father is working as a teacher.
He is eating apple pie.
'Be' + going to + Verb (p. 448)
He is not going to work.
All the work is going to be done by machines.
I. Dialogue
A: What's your brother-in-law do?
B: He's a diplomat.
A: What do diplomats do?
B: They travel a lot, net government people, and make important
decisions.
A: Is he enjoying his work?
B: Yes, of course.
II. Writing
'Pa Find the present continuous forms in the Comprehensive Reading.
B: Find the "be+going to+verb" forms in the Comprehensive Reading.
C: Find the words which are made from the following verbs and nouns.
1. profess
2. industry
3. technique
4. repair
5. dig
6. labor
7. employ
8, construct
9. automate
10. compete
D: Change the following to future tense.
1. He is competing.
2. Manual labor is undergoing change.
3. The U.S. has a labor shortage.
4. Automation is changing jobs.
5. Automation is creating new jobs.
6. New careers are being created.
E: Change to present continuous.
1. He a ditch. (dig)
2. He an operation. (undergo)
3. He in a technical high school. (teach)
f o`...1.41;r:V;;;,,e ,4
35
25

Unit 3
Chapter 1
II. Writing (continued)
E. Change to present continuous.
4. Society rapidly. (industrialize)
your queStion. (consider)
my car. (drive)
factory workers. (train)
fast in Korea. (change)
many new jobs. (create)
my broken watch. (repair)
26
5. She
6. She
7. He
8. Life
9.' Computers
10. He
F. Number the sentences in the first paragraph of the reading
and tell whether they are fact or opinion.
G. Read the third paragraph. Write five sentences of your own
agreeing or disagreeing with the sentences in the reading.
H. Put your sentences from ex. G in a paragraph using the
connectives "however, because, since" where possible.
36
..
. :

Unit 3
Chapter 2
Present Perfect Tense (pp.445-446)
I have seen her three times.
Passive (p. 430)
He is respected by everyone.
They were married by a priest.
This letter has been opened.
Passive with 'get'
They got married.
He gets forgotten all the time.
I. Exchanges
A: Have you been to the movie "Love Story"?
B: No, not yet, but I'm going to go tomorrow.
A: Have they opened the new library yet?
B: I think it was opened last week.
A: Why does he try so hard?
B: Oh, he wants to be liked by everybody.
A: Don't you want any strawberries?
B: No, I always get sick when I eat them.
A: I'll change the yontan for you.
B: Careful! Don't get burned.
II. Reading
Dear Abby,
My husband is a doctor. He has always been respected by the
people in our town. People frequently tell me that he is patient
and understanding. Onithe other hand, since he is so busy taking
care of other people, he uoesn't spend time with his own family.
Sometimes I don't see him for days. Our children have missed their
father a lot. He has missed(their birthday parties, school programs
and special events. During the most important events of our lives,
patients have called and he has gone. When I have complained, he
has said, "Don't be selfish!" What am I going to do?
3 7
Sincerely,
"Alone"
2'7

Unit 3
Chapter 2
II. Reading (continued)
Dear "Alone",
You are not "alone" because doctors' families everywhere share
your problem. One solution: many doctors have formed groups. Pa-
tients call a doctors' group and one doctor is always available.
There is another solution. Don't eat apples. After all, "an apple
a day keeps the doctor away."
Yours truly,
Abby
III. Writing
A. Write five "Wh" questions about the "Dear Abby" letter using
five of the following phrases or words.
1. spend time
2. miss
3. Don't be selfish
4. husband
5. patient and understanding
6. busy taking care of other people
7. alone
B. Pretend you are a doctor and you are malting a telephone call
to your wife. You are going to be late and have to mace excuses.
Make up a telephone dialogue for the following excuses:
1. Many patients have come to the hospital today.
2. A patient has asked me to go to dinner with him.
3. My car has broken dawn.
4. My watch has stopped.
5. A salesman has come.
IV. Activity
A. Follow the example and transform the following statements.
ex. You can't do it.
It can't be done.
1. We need four men.
2. Is she going to mail the letter tomorrow?
3. The students Obiet listen to their teachers.
28 4. We warned them not to expect any favors.
5. They looked into the matter.

Unit 3
Chapter 2
IV. Activity (continued)
B. Question/Answer. Follow the example.
ex. Some food's been eaten.
A: Who ate it?
B: It was eaten by (me).
1. Some money's been stolen.
2. The decision is being made.
3. English is going +cs be taught.
4. Aneeting is being held.
5. The application's been filled out.
C. Question4Answer. Follow the example.
ex. He says he isn't busy.
Why does It he get busy?
1. He says he isn't married yet.
2. He says he isn't ready yet.
3. She says she isn't dressed yet.
4. They say they aren't used to it yet.
5. He says he isn't organized yet.
D. Question/Answer. Follow the example.
ex. Do you eve,, get lost?
Yes. Sometimes when... (I travel I get lost.)
1. Do you ever beat your students?
2. Do you ever get drunk?
3. Do you ever get hungry in the middle of the night?
4. Do you ever think you're getting old'
5. Do you ever get wet?
29

Unit 3
Chapter 3
Past Continuous (p. 445)
What language were they speaking?
He was carrying a back pack.
While (p. 470)
While he is busy, I am home alone.
While I was studying, Mr. Kim came.
I. Exchanges
A: They were speaking English, weren't they?
B: At first they were, but now they are speaking French.
A: What were you doing while I was calking?
B: I was taking notes.
A: Were you going to the movies, too?
B: I was, but now I'm going shopping.
II. Riddle
A man was lying on the desert. He was dead. He was carrying
a back pack, and on his finger there was a small ring. There was
food and water in the pack, and no footprints or tracks were visi-
ble. No one killed the man. How did he die? What was his profes-
sion?
Sam and Charlie were lying on the floor of a room, while Tom
was sitting on a chair. Sam and Charlie were both dead. Bits of
glass and small pools of water were on the floor. Tom was smiling
broadly, obviously very pleased and happy. How come?
III. Writing
A. Fill in the blanks using the correct form of the verb.
1. When they (call), we (listen) to the -dio.
2. He Like, negative) her looks because she
(use, negative) much make -up.
3. Mary (cough) while the doctor (look) in her
mouth.
4. The train (leave) the station while I (buy)
the tickets.
30
5. He (sing) a song while he was (take) a shower.
40

III. Writing (continued)
B. Connect the pairs of sentences using "while".
1. It rained heavily. I drove to work.
2. I did the homework. I watched television.
3. The boss arrived. She typed the letter.
4. He came downstairs. I had breakfast.
5. The tudent slept. The teacher lectured.
C. Do part B again, but this time use only the first sentence
and make up the second part yourself.
D. Observe different people in your class. Write about their
actions in the past continuous using "while".
ex. While Mr. Lee was writing, Mr. Kim was speaking.
IV. Song
"I've Been Working on the Railroad"
I've been working on the railroaa
All the live-long day,
I've been working on the railroad
Just to pass the time away,
Don't you hear the whistle blowing?
Rise up so early in the morn,
Don't you hear the captain shouting
"0 Dinah, blow your horn!"
41

Unit 3
Chapter 4
Object followed by Description Words
I want the fence white.
I want the fence Tai Red.
I want the fence painted white.
Note: The compliment in this pattern can consist
of l.an adjective 2.a past participle
3.a past participle + adjective.
Past Participle as Adjective (p. 459)
I am not surprised.
Present Participle as Adjective
I found the test surprising.
Exchanges
A: You like your food hot, don't you?
B: Yes, but not too hot.
A: Do you want the fence painted?
B: No, I'm going to do it tomorrow.
A: Do you want cream in your coffee?
B: No, I'll take it black, please.
A: Was that book given to you?
B: No, I bought it.
II. Reading
32
Tom Sawyer
Aunt Polly wanted the front fence painted white, and when Aunt
Polly wanted something done it had to be done right away.
"But Aunt Polly, why not have it painted by somebody else?
I've already decided to go fishing."
"Tom Sawyer, you get out there this minute, or I'll have you
strung up on the nearest tree!" she said.
Reluctantly, Tom picked up the paint bucket and brushes and
walked to the old fence. Soon, everyone was saying that Tom was
actually working.
42

,
Wit 3
Chapter 4
II. Reading (continued)
"Hey, Tom. I thought you never worked," one of Tom's friends
teased.
"Oh, this isn't workit's fun! This paint job was my idea."
Tan said. "Now stay away from here," he warned. "I don't want
this fine paint job ruined."
"All rielt, Tom. Have it your way!" his friends laughed.
"You're not fooling us!"
III. Writing
A. Answer the following questions using an adjective complement.
ex. How do you like your milk - hot or cold?
I like my milk hot.
1. How do you have your windows at night - open or closed?
2. Do you prefer girls who wear their hair long or short?
3. How do you like apples - cooked or raw?
4. How do you like your coffee - black or with cream?
5. How do you prefer potatoes - baked, fried or mashed?
B. Complete the sentence with a description word using "it" or
"them" as object.
ex. Park Chol Su took his bicycle to the shop for repairs.
He wanted it fixed.
1. Mary did not understand the lesson.
She found...
2. She does not like cream in her coffee.
She likes...
3. Sue took her T.V. to a repair shop.
She wanted...
4. Frank does not like cooked tomatoes.
He prefers...
5. Pete just hates cold soup.
He likes...
43
33
^-f

r-4
ri
Ar3t9sal4A4Alil
cs;
Cr)

Sngho the Shoeshine Boo
Once there was a boy named Sungho. He was 14 years old and
had been a shoeshine boy for seven years. He always said that
when he grew up he was going to be the boss of many shoeshine boys.
He was going to make a lot of money.
One day, while he was working very hard, a stranger gave him
a white envelope. When he opened the envelope, he found two mil-
lion won. "Why was this money given to me?" he asked, hoping it
hadn't been a mistake.
For a month he thought only of the money. He worried that
someone was going to steal it from him. Since this was the first
time he had ever seen so much money, he was worried that he was
going to spend it unwisely. To solve this problem, he began ask-
ing people, "What are you going to do when you get rich?" First
he asked a teacher. "I'm going to start my own school," said the
teacher. That was not interesting, because Sungho had never been
to school. Then he asked a student. "I'm going to buy many books
and be the smartest student in my class," he replied. Since no
one had taught Sungho to read, books were a useless investment.
Finally-when he asked a laborer, he replied, "I'm going to buy a
big house for all my family." This was not the answer either be-
cause Sungho had no family.
Everyday, Sungho was sick with worry. He remembered his hap-
py days before he received the money. Suddenly he thought of an
answer! Sungho put the envelope on the street and soon another
man found it. Sungho's worries were over.
II. Writing
A. Based on the Review Reading make sentences from the following:
1. put/sidewalk/money
2. stranger/envelope/handed
3. had been/seven/years/shoeshine/boy
4. Sungho /worried /was /money
5. opened/envelope/million/won/two
6. asked/what/to do/money with
7. didn't/know/to do/what
45
35

Unit 3
Chapter 5
II. Writing (continued)
B. Place the sentences you have made in chronological order.
C. Connect the sentences where possible. Use: "while ", "since",
"because", "when"
D. Pretend yob have been given 10 million won. Write a short
paragraph about what you are going to do and why.
Sane suggestions: Are you going to quit your job?
What are you going to buy?
Where are you going to go?
III. Proverbs/quotation
The greatest wealth is contentment with a little.
- Ray, 1670
Wealth is not without its advantages and the case to the
contrary, although it has often been made, has never proved
widely persuasive.
- John Kenneth Galbraith,
The Affluent Society
IV. Activity
A. Paraphrase the above proverb and quotation. Which one do you
agree with? Why? Are they contradictory?
B. Take the proverb and/or the quotation and make a list of
questions that you would ask someone to get them to accept it.
36
46

Health: A National Resource
"There is no finer investment for any community than to put milk into
babies. Healthy Citizens are the greatest asset any country can have."
Winston Churchill, 1943
Winston Churchil must have been a courageous man. During World
War II, while bombs were dropping on London, he would still say,
"Public health is our greatest wealth." Can we say the same? Even
in a time of relative peace, would we be willing to admit health must
come first? Let's take a look at the facts; shall we?
Poor health is expensive, Recently, the Korea Herald reported that
TB control alone would cost Korean taxpayers billions of won next year.
Certain specific diseases like TB, as well as poor health in general,
limit tie (P. And we shouldn't forget those minor diseases, such as
colds and flu. They cost the nation valuable man-hours of work.
Poor diet and lack of sleep will often contribute to the spread
of comaon infections. Frequently we infect each other in schools,
offices, and other public places. Very often, however, we would ra-
ther risk the health of others than miss a day of work; when one man
in a group gets sick, others will, too. Until we make up our minds
to improve our personal health, we cannot have a healthy economy.
To achieve good health, we will have to begin with basic preven-
tive medicine. Simple cam on sense just might be the solution. For
example, well-fed babies will become healthy, intelligent adults.
Won't you care? I would like to suggest that the time to begin is
now. Tomorrow may be too late.
47
37

Expressions of Future Time (p.448)
I will net you at the Pung Rim Tearoom. (emphatic)
I am going to meet Mr. Han today. (unemphatic)
I will have to get there early.
I was going to, but I didn't. (action planned, but
not completed.)
Requests (p. 448)
Will you do this for me?
Won't you come with me?
I. Activity
A. Substitute one word from the Comprehensive
Reading for the
underlined word or wards below.
1. Our greatest wealth is our forests.
2. For a Peace Corps Volunteer, he speaks Korean comparatively' well.';3. He puts his life in danger. everytime he tries to cross thehighway.
4. Do you have an answer to the problem?
5. Rat control is a matter of community concern.
6. That shouldn't be a major worry.
7. We should giTgfreely to the Korean National TuberculosisAssociation.
8. Responsible members of a nation work for the common good.
9. Vitamins jeduce the chance of disease.
10. "Safety First" is a safe against accidents.
B. Discover and underline the uses of "will" in the ComprehensiveReading. Take the sentence and expand it with "because".
ex. "General poor health and specific diseases will cost
Korea billions of dollars this year because many people
will not be able to work."
C. Discuss what the above exercise tells you about
Clue: Does "will" suggest fact or opinion?
II. Reading
A. Mr. Park Kuk Jo is going on a trip soon. A doctor is going to
give him a shot.
"Will it hurt?" Mr. Park asks..
38 "No, don't worry. It won't hurt at all You won't even feel it,"
the doctor is saying.
48, a

4
Chapter 1
IT. Reading (continued)
B. 1. What is the doctor going to do?
2. What exactly is Mr. Park's question?
3...Whatis the exact answer?
4. Ask the questions with Val". C,,e short answers.
a) hurt very much
b) be-very pleasant
. 'ci.) Mr. Park feel it
Dialogue
4-
Mr. Lee:
Mrs. Kim:
Mr. Lee:
Mrs. Kim:
Mr. Lee:
Mrs. Kim:
Why isn't it done? Who was going to do it?
I thought your brother was going to do it.
Didn't you say you were going to do it?
Me? No, I didn't.
Well-, who's going to do it?
We'll all do it.
Answer the following questions about the Dialogue:
1. What -is Mr. Lee talking about in the first line?
2. Whom did Mrs. Kim think was responsible?
3. Whom did Mr. Lee think was responsible?
4. Who was going to be responsible?
5. Who will be responsible?
IV. Writing
Construct a situation fo.o the above Dialogue. Write 2 or 3 sentences
(as in II, A) inventing a reference for "it" in the dialogue.
Discuss whether your situations will work; then ask and answer
the questions again, giving specific answers.
V. Activity
Use the following commands to make a polite request, using "won't".
1. Bring two or three friends.
2. Try one of these.
3. Stay a few minutes.
4. Drop me a line.
5. Have a bite to eat.
6. Sit over here.
7. Step into the principal's office.
8. Pick a number.
9. Stop in for a drink.
10. Take this money.
11. Wait a minute.
12. Come home with me.
49
39

'Unit 4
Chapter 2
Uses of Would
1. I would like to go to
2. I would rather have a
3. He said he would go.
4. When I lived on,Cheiu
I would often go to
(p. 449)
California. desire)
cup of tea. (preference)
(indirect speech)
s .
the beach. (repeated action
in the past.)
5. Would you please be quiet? (requests)
6. I would have come sooner, (action planned but
but I missed the bus. not completed.)
7. I would help you if I could.(see Unit 6)
(conditional)
Idiom - "used to"
Long ago, when tigers used to smoke pipes....
I. Activity
Identify which use of "would" (2,4 or etc.) is used in the
Comprehensive Reading.
II. Exchanges
40
A:
B:
A:
I don't feel well.
Would you like to rest awhile?
I think I will.
A: Can I help you?
B: No, thank yoxi. I would rather do it.
A:
B:
A:
My tooth still hurts.
What did the dentist say?
He said the pain would stop soon.
A: You're not drinking anymore these days?
B: No, I've quit. When I used to drink, I would gut dizzy.
A: What's the matter? You don't look well.
B: I feel faint. Would you open a window?
A: Didn't your father come last week?
B: He would have, but he was ill.
BO

Unit 4
Chapter 2
III. Activity
A. Do Reading,II, B., question 2,3,4 of Chapter 1 again, but this
time use indirect speech.
ex. Mrs. Kim: We'll all do it.
She said we would all do it.
B. Change commands of Unit 1, Chapter 3 and/or Unit 4, Chapter 1,
Activity V, to polite requests, using "Would you...?" or
"Wbuld you please...?"
C. Follow the cue word and pattern in creating dialogues.
ex.
"go"
1. drink
2. study
3. live
4.meet
A: (Where) would you like to (go)?
B: I'd like to go to (Thailand).
A: Wbuld you like to go to (Japan)?
B: No, I'd rather go to Thailand.
5: see
6. go home
7. read
8. sit
9. talk about.
10. listen to
11. begin studying
12. be like
D. "Health is not valued till sickness comes."
"An ounce of prevention is worth a pound of cure."
Poor personal health is often the result of carelessness.
We would rather excuse oursCves than learn good habits.
Practice your excuses here, using the pattern.
ex. Didn't you take your medicine?
I would have, but it tasted terrible.
1. Didn't you sin a doctor?
2. Didn't you get a TB X-ray?
3. Didn't you wash your dishes with soap?
4. Didn't you watch your step?
5. Didn't you get a cholera shot?
6. Didn't you take your vitamins?
7. Didn't you get a vaccination?
8. Didn't you stay home when you were sick?
9. Wasn't your kitchen clean?
1C. Weren't you careful about germs?
51
41

[[
it 4
Chapter 2
'IV. Writing
A. Complete the following sentences using "would", writing only the
second half of the sentence on a separate sheet of paper.
B. Close your books and exchange papers.
C. Write your own first half of the sentence, using "When... used to. .T
ex. When Lused.to live in Chon-ju, ... (I would eat Pibinpab.)
(When I used to get. hungry)... I would eat Pibinpab.
1. When I used to feel lonely...
2. When she used to be .a. teacher...
3. When there used to be many different middle school English
texts...
4. ;iMen-my grandfather used to tell jokes...
5. When Lee Hae Sun used to study English...
6. When you used to be children...
7. When an American used to come to our school...
8:'When I used to be younger...
9.1When: we used to have time... .
10. 'When the prices used to be lower.
11. When he used to come here often...
12. When we used to be poorer...
V. Activity
Go back to the Comprehensive Reading and decide which statements
are statements .of opinion and which are statements of fact.
Show where opinions are supported by another opinion or a fact.

Chapter 3
Mbdals (p. 447)
Will ----------- future
Can ability
perinisblon
possibility
Might tt
Should --------- obligation
bust ----------- probability
- necessity
May .11111
WINON
I will see you there.
I can do anything.
Can I see you soon?
May I see your I.D. carp,
She may not live long.
I might come visit you.
We should study hard.
He ,must be a fool.
You must stop here.
I. Activity
Identify modals and their meanings in the Comprehensive Reading.
II. Exchanges
A: May I borrow your lighter? I must have lost mine.
B: Sure. But you might lose mine.
A: Never. I'll give it back in a minute.
A: Can anyone buy pencillin?
B: No. You must have a doctor's prescription.
A: Should we have another cigarette?
B: Why not? One more won't hurt.
A: Can I see you for a minute, sir?
B: Yes, come in. But I may have to leave soon.
III. Reading
The Last One?
After reading an article titled "Cigarette Smoking Can Be
Dangerous To Your Health," I lit a cigarette to calm my nerves.
"I really should stop smoking," I thought, "And I can." I smoked
with pleasure since,I was sure this would be my last. For a whole
week I did not smoke at all, and I could not have suffered more.
I was so hungry that I ate all the time. I had such a bad temper
that my wife couldn't stand me. My friends might have been more
help, but they weren't. They would offer me cigarettes and fill
the room with smoke. I thought they should be more considerate
because when they would smoke, I wanted to. It seemed that every-
where I went, everyone tins smoking. 43
cp

Unit 4
Chapter 3
III. Read (continued)
After seven days of this, I went to a party. Everyone around
me was smoking. I might have been healthy, but I felt miserable.
My.old-friend-Nick held out his cigarettes and said, "You mist tpy
at'least to be sociable," and I gave in. I took one, lit it, and
smokedwith,satisfaction. My wife must have been delighted, be-
cause 'she was smiling. But I may quit again. As Nick says, "Any-
one can atop smoking. I've done it lots of times."
IV. Writing
A. Many unstated facts may be inferred or reasonably supposed
frOm stated ones. Make reasonable suppwitions from the
following.
44
MUST ex. Mr. Lee Man Hee is a Korean.
He must -speak Korean.
1. For a Peace Corps Volunteer, he speaks Korean
relatively well.
2. There is smoke in this room.
3. Mr. Park's hair is wet.
4. Recently, the Korea Herald reported that TB control alone
would cost Korean taxpayers billions of won next year.
MIGHT ex. His mother is very sick.
She might die.
5. The doctor is going to give him a shot.
6. She doesn't feel well.
7. Mr. Graber has a lot of time on his hands.
8. Frequently we infect each other in schools, offices,
and other public places.
SHOULD ex. Smoking is bad for your health.
You should stop smoking.
9. He didn't get a vaccination yet.
10. Rat control is a matter of publ-k! concern.
11. "Safety First" is preventionegainst accidents.
12. Healthy citizens are the greatest asset any country
can have.
54

;;;Unit 4
apter 3
z
,IV. .Writing (continued)
B. Answer the questions, basing them on inferences from the
Reading III.
1. How could his friends have been of more help?
2. Why weren't they?
3. Why did he think that everyone was smoking?
4. Is smoking a social habit?
5. Can anyone stop smoking?
, C. Write 4 reasons, using a modal and "because" discussing
1. why you might quit smoking
,
or
2. if you don't smoke, why your friend should
k<,* quit smoking.
z
1: V. Proverbs
t. Early to bed, early to rise
ex. I might quit smoking because it is a dirty habit.
Makes a man healthy, wealthy and wise.
- Clark, 1639
Early to rise and early to bed
Makes a male healthy, wealthy and dead.
- Thurber, 1940
55 45

Unit .4
Chapter 4
The Prepositive (p. 449)
Shall we try to help him?
Let's do that.
I. Activity
A. Go back to Unit 4, Chapter 1,, Activity V. Using "Shall" and
"Let's "., do the t.Kezr.ise again, making verb and pronoun
changes where necessary.
B. Follow the example.
ex. Shall we open a window?'
Let's nat. Let's open (the door) instead.
1. Shall we speak English?
2. Shall we meet at noon?
3. Shall we ask Mr. Yoon?
4. Shall we go to a movie?
5. Shar. we invite Jack?
6. Shall we go to a Chinese restaurant tonight?
7. Shall we play a little poker?
8. Shall we go to the Ulsan wine house this time?
9. Shall we try lesson planning together?
10. Shall we study tonight?
C. Use "Shall" and "Let's" or "Would" from Chapter 2 to make
a proposal, cued from the question.
ex. Is that drawer stuck?
Yes, it is. Would you help me with it?
Is this the right door?
Yes, it is. Shall we gn in?
1. Is it lunch time?
2. Are those people friends of yours?
3. Is the bus crowded at this time?
4. Is this dirt on the floor?
5. Is the sun out now?
6. That tire's flat, isn't it?
7. Are you busy right now?
8. Is smoking permitted here?
9. Is the mekkoli good here?
10. Isn't English hard?

Chapter 4
II. Reading
A. Read the following selection all the way through without stop-
ping to look up the words, or to figure out or translate sen-
tences that are difficult to understand. The first time you
read it, try to get a general idea of the content of the selec-
tion.
In a determined effort to eradicate tuberculosis, the
Korean Ministry of Health and Social Affairs and the Korean
National Tuberculosis Association began a TB Control Program
in 1965. In five years, the rate of TB infection dropped frau
5.1% to 4.2%, a tremendous achievement. The 192 health centers
are staffed by TB Control workers who supervise approximately
ten village wcc.xers in each county. These village workers con-
tact people with symptoms of TB and ask them to the county of-
fice for X-ray and sputum examinations.
Though initially the program concentrated on patient dis-
covery, it has gradually moved towards more sophisticated as-
pects of TB control, including vaccination of children, health
education, more effective patient Treatment and follow-up of
patient contacts.
B. Read the selection a second time without stopping, but this
time underline words and expressions you do not understand.
C. Go back and look at each underlined word or expression and
try to guess its meaning.
Try to figure out:
1) what part of speech the word is. 5
2) if it is basic to the meaning of the sentence or not.
D. As a last resort, look up the words that you can't figure out
in your dictionary. Do not depend heavily on the dictionary;
it is a limited resource.
E. Write troublesome words in your Vocabulary notebook, together
with the context in which they appear.
WORD comma
contact workers contact people
with symptoms
f 57
47

:
Unit 4
Chapter 5
Be + noun or adjective + infinitive (p.462)
He was a fool to say that.
I amgr,ladto meet you.
Until/By (p. 468)
I won't be home until 5 o'clock.
I will be home by 5 o'clock.
I. Quotation
"Wisdom is nothing more than the candid recognition of what one
is able to do and what one is permitted to do."
- Caleb Gattegno, What We Owe Children
Can you find the grammar point in the above quote?
Can you find the grammar point in the quote by Winston Churchill?
II. Exchanges
A: How long are you going to be in your office?
B: I'll be there until 2:30.
A: When will you be able to finish this?
B: By next week, I think.
A: I can't be there until 6:00.
B: But they said we should be there by 4:45.
A: OK. Go ahead and I'll see you there.
A: Shall I go to your place when this is over?
B: Sure. I should be there by then.
A: I don't get this.
B: Well, study it until you do.
III. Activity
A. Answer the following questions.
ex. What kind of books are good to read?
Biographies are good to read.
s ,
59
49

III. Activity (continued)
A. 1. What language is easiest to speak?
2. What sports are exciting to watch?
3. What sounds in English are the hardest to make?
4. What are some nice songs to' sing?
5. What kinds of government are possible?
6. WhL.t kind of -drill is the most fun to do?
7. What kind of news is always disturbing to hear?
8Which kind of teaching aids are most interesting?
9. What is important to teach children?
10. Which kinds of food are good for you to eat?
B. Garbled Speech. Follow the example.
ex. It is hard to understand shrdlu.
Who/What is hard to understand?
1. You were foolish to shrdlu.
2. Shrdlu's a good plrson to know.
3. I was happy to see shrdlu again.
4. Shrdlu was clever to think of that.
5. Nick was very easy to shrdlu.
6. A shrdlu is nice to have after a hard day's work.
7. Dc you think it's wrong to shrdlu?
8. Shrdlu was careless to forget his vitamins.
9. Shrdlu was usually fun to go to.
10. Pete wasn't very polite to shrdlu.
11. I've always wanted to go to shrdlu.
12. We saw Deric near the shrdlu.
TV. Review Reading
Many people might think that man is the cleverest and most
dangerous animal in the world, but rats just may be more dangerous.
Men have killed millions of their brothers, but rats have killed
hundreds of millions of men.
Would you rather not face such a fact? We would like to sz.y
that most men recopize the rat as a public enemy, but most people
can't see the danger of an occasional rat in their kitchen. We
must look carefully al: the problem or else these small dangerous
animals could cause even more double.

Unit 4
Chapter-5
IV. Review Readiu (continued)
What facts should we know? You are not going to find them
pleasant. Rats almost always carry disease, including bubonic
plague and typhus. Outbreaks of bubonic plague are still easy
to find in Asia, and typhus killed thousands every year until a
vaccine was developed.
Rats often eat men's food, too. Reports at the U.N. said
rats would eat 33 million tons of grain next year, food that was
going to feed 200 million people. Rats would have died long ago,
but they've eaten men's food.
Shall we ignore these facts? We must not. We cannot delay
too long. By next year the problem will be worse. Let's begin
today and eradicate the rat!
V. Writing
A. Many arguments go Lora the general to the specific.
Often the generalization is an opinion and the specific a fact.
In each of the above paragraphs of the Review Reading, decide
whether or not each clause or sentence is a generalization(G)
or a specific(S).Writeadiagram of the argument in each para-
graph, using the symbols G and S.
ex. In the second paragraph of the Comprehensive Reading, the
argument is G.
S.
S,G,G.
G,S,S.
3. But often in our own daily experience, we take a fact or specific
and generalize from it, the reverse procedure of formal arguments.
Write ten generalizations from the following.
ex. Our American teacher, Miss Sabina Wilder, smokes cigarettes.
All American women smoke cigarettes.
1. Mr. Kim Tae Ho is short and Mr. Baker is tall.
2. The Chinese restaurant on the corner is dirty.
3. Prince Philip is a gentleman.
4. Tanaka only thinks about money.
5. Mr. Lee is smarter than Mrs. Lee.
r.

:er sS-
1.0
z
bO
o
O u)
0
trg
,E .5
4 §
0O ,
1'14 34j
. , . .
< !,:,-,, _"' -,-., ..,' ;.:,.- ....- ;' *,_. -7 ' 7 :"'; -, '' ,: :' , ': ' ' l'' 4"' ,'' ' .'.,,,.. :fi4A..:7t ....:.'.; 7,5i«,...t2'. I t . PW.h... /A ,.. 4, A.'S.' .3: -....".....,.... 0.1'; ,... 7.; ,....',...i.!<:;.+2!et..,r`...-.4. . ...*Se..,... .... 7;.: .... 4.. .,, , "'-.',,,

'EDUCATION
ronprehensive Reading
Education in Korea and America
In order to study the patterns of comparison, I would like to
compare some aspects of education in Korea and America. Let's be-
gin by comparing teachers. Mr. Baker, an American junior high school
teacher, is about the same age as Mr. Kim, a Korean middle school
English teacher; They are both much younger than their principals.
In frct, Mr. Kim's principal is the oldest member of his school's
staff. He wants to retire next year. Mr. Baker and Mr. Kim are
both good teachers and in that respect they are alike. But the si-
milarities end here. Mr. Kim is much busier with paperwork than Mr.
Baker. He has to work long hours without complaining. Because of
his many responsibilities, Mr. Kim is probably the most overworked
teacher in his school.
Mr. Baker, on the other hand, is able to devote more time to
the individual needs of his students. His classes are smaller and
his schedule'mage relaxed than Mr. Kim's. Mr. Biker likes to encour-
age learning by doing. In his classroom, the emphasis is on discus-
sion and self-expression. His classes often sound noisy and appear
undisciplined by Mr. Kim's standards.
Similarly, their students, Bill and Changho, differ from each
other in many ways besides appearance. Although their grades are
about the same, Changho has to work much fasl_r and gr' more things
done more quickly than Bill. Bill is less busy than Changho because
he doesn't have to clean his school or study for entrance exams.
As a result, Bill gets more involved in extracurricular activities,
such as sports and student government.
There is no dJJbt that the American student is not as well dis-
ciplined as the Ymean student, nor is he able to conform as well as
th' Korean. American schools often seem chaotic and poorly organized
to the Korean visitor. No one can easily say which system is best.
However both the Korean system and the American system need to learn
from each other.
63
53
"4

Unit
Chapter 1
Expressions of Comparison (p.456)
--er
--est
more/the most + adj.
like, the same...as
ae...as
different/d5.ffer from
NOTE: "so...as" usage restricted to
formal writing after negatives
only.
I. Recognition
Identify all e-?reLions of comparison in the Comprehensive Reading.
II.
Quotations/Proverbs/Idioms
Heaven has no rage like love to hatred turned,
Nor hell a fury like a woman scorned.
54
My love is like a red, red
Like father, like son.
sweet as sugar
fit as a fiddle
sharp as a razor
old as the hills
light as a feather
solid as a rock
good as gold
rose.
tough as nails
happy as a lark
cool as a cucumber
high as a kite
dry as a bone
right as rain
black as coal
leaks like a sieve
drinks like a fish
eats like a horse
smokes like a chimney
walks lixe a man
quick like a bunny
64

...Unit 5
Chapter 1
II. Quotations /Proverbs /Idioms (continued)
Americans are, the most materialistic of peoples, and, on the other
hand, they are the most idealistic; the most revolutionary and,
conversely, the most conservative; the most rampantly individual-
istic, and, simultaneously, the most gregarious and herd-like; the
most irreverent toward their elders, and contrariwise, the most
abject worshippers of "Mom."
- What's American about America
by J.A. Kouwenhoven
My love is deeper than the deepest ocean,
Wider than the sky;
Warmer than the warmest sunshine,
Softer than a sigh.
- From an American folksong
III. Exchanges
A: Are Korean schools very different from American schools?
B: Yes, I think so.
A: How does Korean education compare with American education?
B: Korean education is better than American education.
A: Are American students more independent than Korean students?
B: I don't know. What do you think?
A: In my opinion, yes.
IV. Writing
A. Here is a list of items which represent American schools.
Make a similar list of items which you feel represent Korean
schools. Explain any differences. Are there any common elements?
American schools Korean schools
1. noisy
2. co-educational
3. 6 hour schoolday
4. mostly public
5. mandatory to age 16
6. impolite, disrespectful students
7. physical punishment rare
8. 20-30 students in a class
9. free tuition and books
10. no uniforms 55

Unit 5
Chapter 1
N. Writing (continued)
B. Connect the following pairs of sentences using:
56
as + much as
many
1. American schools have a lot of problems. So do Korean schools.
Koreca schools have as many problems as American schools.
2. Korean classrooms have a lot of students.
American classrooms don't.
3. American students have a lot freedom. Korean students
don't.
4. Korean students have a lot of respect for their elders.
American children don't.
5. Korean students have a lot of classes. American students
don't.
6. Korean students have a lot of ability. So do American
students.
7. America has a lot of public schools. So does Korea.
-,
66

Unit 5
Chapter 2
Adverbials (pp.464-469)
He went to Suwon quickly.
very quickly
by bus
for strawberries
to buy strawberries
in order to buy strawberries
I. Recognition
Find the adverbials in the Comprehensive Reading and tell
whether they answer the question 'how' or 'why'.
II. Dialogue
Identify all adverb modifiers.
A: Do you think our English teacher speaks too fast?
B: Yeah. Sometimes.
A: Well, I can hardly understand that guy at all.
B: If you listen very carefully, perhaps you'll understand.
A: Maybe, but in my opinion that's easier said than done.
III. Exchanges
A: Why did you go to the bank?
B: In order to pay my bills.
A: Why dLd you go to Chinhae?
B: To see the cherry trees.
A: Where are you going?
B: I'm going to the store for some milk.
IV. Poem
What did you learn in school today,
Dear little boy of mine?
What did you learn in'sdhool today,
Dear little boy of mine?
I learned our government must be strong,
67
57

.unit 5
Chapter 2
IV. Poem (continued)
It's always right and never wrong,
Our leaders are the finest men,
And we elect them 4gain'and again,.
And that's what.I learned in school today,
That's what Flearned inisdhool.
- Teaching as a Subversive Activity
V. Writing
Complete the following sentences with adverbials as indicated.
(Note: "because" is a conjunction, not an adverb.)
1. Peace Corps volunteers come to Korea... (Why?)
2. Most students go to school ... (Haw?)
3. We must save money every month ... (Why?)
4. Changho gets good grades ... (How?)
5. We study diligently in workshop ... (Why?)
VI. Vocabulary (from the Comprehensive Reading)
aspects
junior high school
s4milarities
paperwork
overworked
individual
relaxed
learning by doing
self-expression
undisciplined
extracurricular
student governmnt
ctandards
conform
chaotic
system
VII. Writing
Write a paragraph by answering the following questions.
Discuss your use of adverbials.
58
How do you get a good tee ping job in Korea? Do you succeed
by playing politics or by getting an education? With a good edu-
cation can you advance very fast? How do is a young ma- make a
good impression on his pri.cipal? How can he express his ideas?
68

Unit 5
Chapter -3
Linking Verbs (p. 425)
Subject + linking verb + adjective
appear, seem, look
become, get, grow, remain
feel, smell, taste, sound
I. Recognition
Identify the linking verbs in the Comprehensive Reading.
II. Q_otation
Koreans studying American education observed that American
students lack idealism and a sense of mission. They seem gen-
erally satisfied ano conservative. While they rebel against the
older generation, trey have not forsaken ambition, acquisition,
and their desire for financial adventure.
- Kim Hyung Chan, A Korean's View
of America
III. Exchanges
A: Does it taste good?
B: It's not bad at all.
A: You really look good today.
B: Well, I don't feel good.
A: Which one do you think is more expensive?
B: This one looks more exprsive to me.
A: What do you do when you feel angry?
B: I usually take a walk.
69
59

IV. Reading
Mr. Pak bought a new shirt last week. The material is syn-
thetic, but it looks and feels natural. Mr. Pak felt uncomfor-
table wearing the shi-rt at first because very loud. He grew
shy and didn't want to wear it on the street. Gradually, however,
he became'more daring, a!". now he wears it almost everyday. When
he wears it, he feels like a new person. Although Mr. Pak is an
old man, his new shirt makes him look and feel young.
V. Dialogue
A: Mr. Kim, when did you become a fancy dresser?
B: Why? What do you mean?
A: That suit really looks good.
B: Why, thanks. You seem pretty happy today.
A: That's because I became a grandfather last night.
B: Congratulations?
VI. Activity
Students blindfold each other and identify tastes, sounds, smells,
and textures. i.e. It feels soft.
It tastes bitter.
VII. Writing
A. Change the verbs to linking verbs.
1. That material is very natural-looking.
2. When he was forty-three, John F. Kennedy was President.
3. Wool is very coarse.
4. That food has a foul odor.
5. His voice is hoarse.
B. Using linking verbs, write one sentence describing each of your
classmates. i.e. Mr. Kim is growing old, getting bald, etc.
70

Unit 5
Chapter 4
Verb + to Verb (pp.453,475 -476)
They want to sing.
have
need
like
I. Recognition
Identify the verb + to verb patterns in the Comprehensive Reading.
II. Quotations
When any of the four pillars of government are shaken or weak-
ened (which are re.ligion, justice, counsel, and treasure), men need
pray for fai:, weather.
- Bacon
It takes all the running you can do to keep in the same place.
If you want to get somewhere else, you have to run twice as fast
as that.
- Alice In Wonderland
I do like to be beside the seaside.
- Popular Song
III. Dialogue
A: Would you like to go downtown with me after dinner this evening?
B: Why? What's happening?
A: Nothing much, but I have to buy a ticket for the soccer game
tomorrow.
B: No, thanks. I need to catch up on my rest.
IV. Exchanges
A: Do they like to complain a lot?
B: Not as much as you do.
6_

Unit 5
Chapter 4
IV. Exchanges (continued)
A: Do you have. to do that?
B: Not really. Why do you ask?
A: It bothers me.
A: I have to ask him something.
B: He looks busy.
V. Writing
Write responses as indicated using "want ", "have", "need ", and "like".
1. My tooth hurts. I have to see the dentist.
2. His stomach is upset. the doctor.
3. She enjoys music. concerts.
4. She likes music. the concert.
5. I failed history. harder.
6. He has bad eyesight. glasses.
7. I'm going to teach a class. lesson plan.
8. We finished the lesson. test.
9. I'm going to buy a car. driver's license.
VI. WHting
A. Make sentences out of the following groups of words.
1. Young Talk wanted/continue his study/sociology.
2. They decided/go/graduate school/University /California.
3. Summer vacation/Su Bok/Changho/likeivisit/homes/friends.
4. Cho Su Bok needs/study/pass/English course this semester.
5. I have/do/two years/advanced study/my Ph.D.
62
B. Write a paragraph based on the following questions:
1. Do all teachers have to graduate from college in Korea?
2. Do teachers need to receive a degree in education?
3. How many years do you have to study?
4. Does Korea need to have better teachers?
72

I. Review Reading
Higher education in America today appears to be quite different
from the traditional idea of a four year "liberal arts" education.
More people than ever before are going to college and, in order to
accomodate them, colleges are changing rapidly.
To enter mcst colleges, the American no longer needs to take
an entrance exam. Everyone 4s judged on the basis of his high
school grades. If they ere not high enough, one may even get into
college on a probationary basis. This means one has to pass all
courses with at least a "C" average.
The American student does not have to compete in the same man-
ner as the Korean for entrance into a good school. Also, he may
drop out at any time without losing face. As a result the American
student seems more relaxed and open-minded.
In a democratic society, there are few social or economic re-
strictions on higher education. In America, many housewives and
businessmen are part-time college students as well. Therefore col-
lege education Trust be open-ended. It has to offer the student the
variety of skills necessary for his goals, whatever they may be.
II. Activity
A. Number the sentences in the reading and label them with an "F"
if they are FACT and an "0" if they are OPINION.
B. Write five facts and five opinions about higher education in
Korea.
C. Using patterns you have studied, write one paragraph comparing
and one paragraph contrasting some of the facts and opinions in
(A.) and (B.)
III. Vocabula
higher education
traditional
liberal arts
e!ccoodate
probationary
face
open-minded
restrictions
housewives
open-ended
variety

Unit 5
Chapter 5
IV. Writing
Choose the bad sentences and rewrite them.
1. Most American students do not feel to work hard.
2. American students often appear undisciplined and disrespectful.
3. We must work hard for to succeed.
4. Most children go to school by foot.
5. Changho is not so tall as his brother.
6. This perfume smells nicely.
7. How e- s Pusan differ to Seoul?
8. He studied hard in order to pass the exam.
9. To grow healthily, we need playing as well as working.
10. Bill looks as his father,
11. W usually don't say like that.
12. He came to work as high as a cucumber.
V. Quotation
Examinations are formidable even to the best prepared, for the
greatest fool may ask more than the wisest man can answer.
74
- Colton

Unit 6
ADVENTURE and TRAVEL
Comprehensive Reading
A South Seas Adventure
Everyone wishes he were an adventurer. Deep-sea diving, sailing,
and exploring are all adventurous pastimes that we ourselves cannot
usually experience. For this reason we like to read adventure books.
The following adventure took place in 1947.
Thor Heyerdah1, a Norweigan, decided to try sailing from Peru to
Polynesia. He believed Polynesia was settled by Peruvian Indian
tribesmen. The trip would test his theory. If he was successful, his
theory would be believed. But if he failed, he would probably die.
He and seven friends built a balsa wood raft by themselves. It
was a replica of the ancient Indian ones. Once off the coast, ocean
currents and trade winds swept the raft away into the Pacific. Living
on the raft was dangerous. High waves pummelled the tiny raft and
could wash a man away if he was not careful. If someone went over-
board, he would be lost since the raft could not turn around.
Turning back was impossible. They sent out and received radio
messages, but saw no other humani during their voyage. After ninety-
seven days, the raft was blown onto a coral reef. It was almost de-
stroyed by the pounding waves but the men get across the reef to land.
The island was part of Polynesia. Soon natives came over to the island
and took them back to their village for a feast. All night long the
men celebrated their success.

Unit 6
Chapter 1
Reflexives
He bought himself a book. (indirect object)
He cut himself. (direct object)
We oLzrselve can't travel.(emphasis)
I travel by myself. (Idiomatic=alone)
I. Exchanges
A: Can I help you?
B: No, thanks. I'll do it myself.
A: Did you make this yourself?
B: Sure. It was easy.
A: Nice job.
A: Didn't you help him?
B: No; .he did it all by himself.
II. Song
I'll face the unknown,
I'll build a world of my own,
No one knows better than I myself,
I'm by myself, alone.
- American Popular Song (1950s)
III. Writing
Fill in the blanks with the correct reflexive forms.
Thor Heyerdahl taught how to sail. He and his
friends versed in the techniques of navagation.
He was not a sailor but he was able to learn.
You can do many things too.
IV. Writing
Write a response using the cue word and the correct form of
the reflexive.
3.. Why is Mr. Kim's finger bleeding? (cut)
2. Why is the baby c.'ying? (hurt)
3. Why is he working alone? (do)
4. Why is she sitting alone? (wants to be)
66 5. Did you make this? (made)
76

"'"7- 717 TO77777.61
Oat 6
.chapter 2
Two-Word Verbs or Verb + Particle (p.463)
Two word verbs are also called "verb plus particle."
The particle is part of the verb. Compare "call" and
"call up" or "sweep" and "sweep away".
Verb + particle (Transitive) has three forms.
1. I called Duane up.
2. I called up Duane.
3. I called him up.
Verb + particle (Intransitive) has only one form.
I came over last week.
She's going to stand up.
I Writing
1. Identify the eight two word verbs in the Comprehensive Reading.
2. Use these verbs to fill in the blanks in the following sentences.
a. We a call fpr help.
b. Please the car
c. The men the bridge safely.
d. She the boy home.
e. The ocean is constantly the sand on the beach.
f. The road was impassable. We had to
g. He last week to see me.
h. The storm everything in its path.
II. Exchanges
A: She's going to drive back today.
B: Oh, maybe I can go along.
A: Can I call you un sometime?
B: Sure. Here's my number.
A: You aren't going to turn around, are you?
B: Yes, I think I will.
67

Unit 6
Chapter 2
III. Writing
In the sentences below there are two-word verbs.
If the word order can be changed, make the change.
1. She put hcr new dress on.
2. Will you bring banx my umbrella?
3. Call me back in ...aout an hour.
4. Hang the phone up for me, please.
5. She likes to show off her talent.
6. I can't figure out the answer.
7. I can't figure it out.
8. Come back when you are finished.
9. Come right back.
10. We had to look up the answer.
11. Can you help me out?
12. He was glad to help the students out.
13. Take off your hat and stay awhile.
14. Don't throw away good material.
68
78

'Unit 6
Chapter 3
Gerunds (pp.476-478)
Gerunds in English look similar to present
participles (Wing). Gerunds, however, are al-
ways used as nouns - as subjects or objects,
i.e. : Swimming is good exercise.
I like swimming.
The following verbs are always followed by gerunds,
not infinitives: enjoy, mind, stop, avoid, consider,
appreciate, finish, deny, admit, risk, dislike.
The following verbs are followed by either gerunds
or infinitives: start, begin, continue, like,
neglect, hate, cease, love, prefer, intend.
I. Writing
1. Find the seven gerunds in the Comprehensive Readi
2. Tell whether they are in subject or object positions.
II. Exchanges
A: Do you like flying?
B: Well, I like landings but not take-offs.
A: Doesn't that guy do a lot of travelling?
B: Sure. It's part of his job.
A: Sailing is a great sport, isn't it?
B: Yeah, but I've never tried it.
III. Quotations
All travelling becomes dull in direct proportion to its rapidity.
- John Ruskin
I travelled among unknown men,
In lands beyond the sea,
Nor, England! did I know till then,
What love I bore to thee.
- Wordsworth
69
t. 79

Unit 6
Chapter 3
III. Quotaticns (continued)
The fool wanders, the wise man travels.
- Fuller 1732
Travels far, he that knows much.
- Clarke 1639
IV. Writing
Make sentences out of the following groups of words.
1. educational/is/travelling
2. to/crash/make/landing/had/he/a
3. not/is/profitahle/wandering/often/foreign/through/countries
4. rapidly/travelling/place/the/look/makes/every/same
5. country/appreciate/makes/ownrus/our/travelling
V. Writing
Write five things that:
1. are educational
2. are not profitable
3. make us appreciate our own country
7.0
80

Chapter 4
Conditional (pp.470 -471)
The conditional has three forms.
1. future-possible (if+present tense+future tense)
If I go, I will take you along.
2. present-unreal (if+past tense+might+verb)
would
could
If he bought it, we could use it.
3. past-unreal (if+past perfect+might+have+verb)
would
could
If I had gone; I might have learned something.
NOte: The order of clauses may be reversed.
If rever ad, the comma is dropped.
I. Writing
1. Find the conditional statements in the Comprehensive Reading.
2. Identify which of the above three types they are.
3. Rewrite, reversing the clauses.
4. Change into the other 040 forms.
5. Discuss the changes in meaning,that occurred when #4 was done.
II. Dialogue
Jim: Where's Jack? Isn't he going mountain climbing with us?
Ted: He said he would go if he finished his work.
Jim: I guess he isn't finished yet.
Ted: If he had started earlier, he would have been done by now.
III. Exchanges
A: Why don't you help me?
B: I would if I could.
A: Why don't you go to Eu rope?
B: I would if I had the money.
81

Unit 6
,.Chapter 4
Writing
Using the conditional form, tell when you might do the following
things.
1. Learn another language.
2. Make a public speech.
3. Have written a book.
4. Have:bec AB a middle school principal.
5. Loan ne some money.
V. Reading
72
Swim for Your Life
In August 1970, William Honeywell was a passenger on an ocean
liner. At four o'clock one norning, he fell overboard. No one
saw him. As he swam for his life, he watched the ship fade out of
sight. Usually if someone falls overboard, they will panic and
soon drown. But WilLimnrenuined calm. He was young and strong.
He swam for eleven hours until the ship returned to pick him up.
82

Unit 6
,
Chapter 5
a 1-
The Subjunctive (p. 449)
If John were' here, he could help us.
TAMS
I wish I was in Polynesia.
were
Present-unreal conditional sentences and
"wish + complement" sentences use the subjunctive
form "were" for all three persons, singular and
plural. But this usage is rapidly changing. Now
even educated people use "was" instead of were".
I. Exchanges
A: What would you do if you were a millionaire?
B: I'd buy a Rolls Royce.
A: I wish I was in Cheju-do.
B: Boy, that would be nice.
A: He wishes he were president.
B: Oh really? Why?
A: He likes power.
II. Song
I wish I were an apple,
Hanging on a tree,
And everytime my sweetheart passed,
She'd take a bite of me.
III. Writing
"Cindy, Cindy"
- American Folk Song
Make short negative responses, using "I wish he It
wasn't
I. Mr. Kim lives far away. wouldn't
2. This student chews gum in class. didn't
3. My neighbor plays violin. couldn't
4. He has a noisy dog.
5. Korean is difficult.
33 73

Unit 6
Chapter 5
IV. Writing
Write a paragraph about your lost ambitions.
Answer the following questions:
What do you wish you were?
What would you do if you were that?
Why?
Why aren't you that?
V. Review Reading
Adventure on the Moon
Perhaps the greatest adventure of our era was man's landing
on the moon. On July 16th, 1969, the spaceship Apollo TI blaoLed
off on its 385,000 kilometer journey into space. It was a dan-
gerous trip. If there were any problems, there could be no turn-
ing back. The astronauts themselves were ordinary men. But they
were trained to survive in space and to perform many scientific
experiments. Their names were Armstrong and Aldrin.
After three days, the ship touched down on the moon.
Armstrong climbed down the ladder and stepped onto the moon. He
aid, "A small step for man. A giant leap for manki.ld." It was
a historic moment. Man was on the moon. Aldrin followed and the
two men walked and drove over the moon's barren surface. They
picked up rocks to bring back to earth. They drove scientific
instruments beneath the moon surface to test the soil. They plant-
ed t/r,?. American flag. Then the ship took off for earth.
VI. Writing
Complete the Review Reading by writing a last paragraph.
1. Pacific ocean/splashed down
2. nearby/aircraft carrier
3. families/friends/reunited
4. happy /proud /heroes /welcome
74
84

Unit 6
Chapter 5
VII. Writing
Pretend that you have all the money and free time that you want..
What kind of adventure would you like to have?
Some suggestions for things to write about:
1. Describe where you would like to go.
2. Tell what kinds of preparations you would make.
3. Tell who you would like to travel with.
4. State your purpose and how you would azhieve it.
5. Tell what you would clo upon returning home.
85

Unit 7
THE COMMUNICATIVE POWERS OF MAN
Comprehensive Reading
76
Signals Without Words
It is fascinating to think about how we learn about the people
around us. People depend a great deal on conversation tc help them
learn about others. If businessmen or teachers get together, for
exampl, we can often predict their topics of conversation. Once
two people have gotten acquainted, it is easy for them to say that
they learned about each other though their conversations. If we
think carefully about it, however, we can discover other kinds of
language.
Whenever we observe two people talking, we notice their language
of course. But if we look deeply enough, we will no _titer things
too. Whether the two people notice it or not, they are using other
forms of communication.
Neither sentences words by themselves entirely convey mean-
ing. To help others understand our words more clearly, we move parts
of our bodies. Raising our eyebrows, smiling at the right time, nod-
ding our heads, sighing, and moving our hands are examples of another
kind of language. Adults do these things and children do, too. They
are such an important part of communication that they have been called
"body language." Sometimes we enjoy watching others' use of body lan-
guage. At other times, watching someone bite his nails, drum his fin-
gers on the table, or rub his hands together may be irritating enough
to make us uncomfortable.
Our body language is so familiar to us that we may not be con-
scious of it. Such aspects of communication, however, are too impor-
tant to ignore. While it is not easy to control either our speech
patterns or our body language, awareness of them can help us develop
insights into ourselves and others.
86

Sentences with 'It is.'
It is fascinating to learn.
It is fascinating for them to learn.
It is fascinating that they could learn it.
I. Exchanges
A: This game is really good.
B: Yes, it's too bad that John couldn't be here.
A: Everyone missed you at the meeting.
B: sorry, but it was impossible for me to come.
A: Someone should have told President Nixon to be more careful.
B: It's strange that he didn't think of it himself.
A: Why does he keep scratching his head?
B: It's common for people to do such -things.
II. Writing
A. Based on your own experiences, complete the following:
1. It's difficult to 6. It's simple to
2. It's easy to 7. Its unusual to
3. It's dangerous to 8. It's important to
4. It's impossible to 9. It's nice to
5. It's polite to 10. It's necessary to
B. After reading and discussing your answers, orally change
them to the negative by preceding them with an 'if' clause.
ex. If someone gave me ten million won, it would not be
necessary for me to teach everyday.
III. Quotations
It is a miserable state of mind to have few
things to desire and many things to fear.
- Of Empire
Men of few words are the best men.
87
77

r,-
%-
Unit 7
Chapter 1
IV. Reading
Today it is not uncommon for students to spend a great deal
of time in front of the TV. It is unfortunate that there are not
more good TV programs. TV programs usually overemphasize violence
and cheap thrills. It is rare for a student to turn off the TV
and feel like he has learned something. Perhaps someday TV pro-
grams will provide insight rather than poor sight.
78
68

Unit 7
Chapter 2
so, too, either, neither (p. 484)
John likes coffee and so does Jim.
John likes coffee and Jim does, too.
Frank doesn't like coffee, and neither does Jack.
Frank doesn't like coffee, and Jack doesn't, either.
Neither Frank nor Jack like coffee.
Either John or Jim like coffee.
I. Activity
The Comprehensive Reading in this Unit states that:
"Neither sentences nor words by themselves entirely convey
meaning."
If you had to teach your students to read and understand the
English word "cough", give at least fiN7e-Ways that you could
do it.
II. Excilan21
A: The meting is only for Pi'A members?
B: Yes. Teachers don't have to come and principals don't either.
A: But I think we should go anyway.
B: So do I.
A: Serving coffee would be nice.
B: But neither Ms. Park nor Ms. Shin like coffee.
A: The students don't like the book and neither do the teachers.
B: Then why are you using it?
A: It's all we've got.
A: Students like school picnics and so do the teachers.
B: Really. They give everyone a chance to play together.
III. Quotations
If we taught children to speak, they'd never learn.
- William Hull
When I use a word, it means just what I want it to mean -
neither mcre nor less.
- Alice in Wonderland 79
89

Chapter 2
IV. Writing
A. Based only on the first paragraph of the Comprehensive
Reading, circle the following inferences that are ACCURATE
and cross out the ones that are INACCURATE.
1. Businessmen talk about predictable things and teachers
do,too.
2. Neither thinking nor learning is fascinating.
3. For learning about each other, Koreans depend on language
and Americans do, too.
4. It is interesting to think about how we learn about others.
5. Topics of conversation aren't predictable and neither are
people.
6. Businessmen get together and so do teachers.
7. Talking to people is a good way to'learn about them.
8. For learning about others, Americans don't depend on
language and Koreans don't either.
B. After you have decided which sentences should be circled and
which ones should be crossed out, arrange the circled ones
in an order that corresponds with the order in the first
paragraph of the Comprehensive Reading.
80

Chapter 3
I. Exchanges
A:
B:
Qr31ifiers of Adjectives (p, 457)
He is too sick to leave the hospital.
He is so sick that he can't leave the hospital.
He is.sudh a Jarman that he can't leave the hospital.
Be is well enou41 to leave the hospital.
How was the movie?
It was so good that I want to see it again.
A: Should we buy used books or old ones?
B: Used books are good enough.
A: Did you buy new shoes?
B: Yes, but they're sc _mall that I can't wear them.
A: It was such a boring lecture that I fell asleep.
B: Didn't the teacher use visual aids?
A: No, I wish he had.
II. ,reading
Park, Jae Min used to be a bus driver but he is not any
more. He drove so badly that he had three accidents in one
month. In the last accident he ran into a police car. He lost
his job after that.
III. Quotation
We have modified
modify ourselves
our environment so radically tic we must now
in order to exist in this new environment.
- Norbert Wiener, The Human Use of
Human Beings
V. Activity
A. Write the following vocabulary items from the Comprehensive
Reading in the proper blanks in the sentences below.
fascinating
conscious
restless
relationship
ignore
rub
communication
convey
predict 81

82
1. The audience was too to enjoy the concert.
2. is an important part of anyone's life.
3. He was thinking so hard that he was not of
the noise.
4. The explanation was clear enough to
meaning.
5. It was such a class that all students enjoyed it.
6. The music was so loud that no one could it.
7. If he had thought about his with others,
he could have been successful.
8. The weather is too difficult to
the
B. List five things that:
1. are fascinating
2. are not easy to predict
3. are so hard to ignore that-you become uncomfortable
4. are such important factors in forming relationships
that they can't be ignored
92

Complements* (pp. 476-478)
They wanted us to go.
The teacher persuaded the children to help her.
He admitted taking the none.).
He enjoyed hearing the story.
I heard him opening the door.
I helped him open the box.
*The important element in this construction
is the main verb. Check the reference above
for other verbs that work in this construction.
I. Exchanges
A: Why did she make him wait?
B: Because she wanted him to help her.
A: Didn't you do it yourself?
B: No, I asked son a...! else to do it.
A: Are you going out tonight or not?
B: I can't. Someone wants me to do something.
A: Neither you nor I want'to grade these papers.
B: Right. Let's get a student to do it.
A: You haven't seen Mr. Shin, have you?
B: Yeah. I saw him going to the theater.
II. Writing
After practicing and discussing the sentences in the Comprehensive
Reading that are similar to the ones in the box above, complete
th', following:
A. Make sentences out of the following sets of words:
ex. my wife/at home more often
My wife wants me to stay at home nrrE often.
1. the vice-principal/extra work
2. my students/interesting lessons
3. my children/to the movies
4. my students' parents/less homework
5. an old friend/in a tearoom
93
83

Unit 7
Chapter 4
II.' Writing (coptinued)
B. If you(ere a student in class, write three that things you
would enjoy doing, avoid doing, and hate doing. As a result
of these ideas, write three things that you would expect the
teacher to do, tell the teacher to do, and force the teacher
to do.
'
III. Quotation
[Students expect teachers to discover the] meaning of living:
the exchange of time for experience.
- Caleb Gattegno, What We Owe Children
IV. R! ading
Fred is marching. He is not really ill but he wants the
sergeant to think he is.
"Let me sit here for a minute, sergeant. I feel terrible!"
he says.
84
Unfortunately the sergeant does not believe'him. He is
going to make him march with the others.
94

Unit 7
Chapter 5
Connectors (D. 470)
I go swimming whenever the weather is nice.
I sometimes wear a raincoat whether or not it is raining.
it is raining or not.
Once he saw his wife, he was all right.
Unless we kiicw why we know something, we don't know
anything.
I. Exchanges
A: You can go with us, can't you?
B: Well, I can go unless my wife is still sick.
A: Are you still tired from the trip?
B: NO. Once I took a bath I was OK.
A: I'm ready to go whenever you are.
B: Unless it's raining, let's go now.
A: If you tell her, she won't like it.
B: I'm going to tell her whether she likes it or not.
II. Review Reading
The Value of Silence
Everyone likes to travel, and Connie was no exceptim.
Whenever she had a chance, ese wc,id go to some fascinating place.
She was young enough and free enough to go from one exciting place
to another. Once she came back from a trip, shc would tell others
all about her adventure, whether they were interested or not.
She was so fascinated with her travels that she would start
every conversation with a description of her most recent trip.
She wanted everyone to know as much about other places as she did.
She was too excited about her own experiences to think about others
and their experiences.
Soon people began to avoid meetirg Connie. It was not fun for
others to be around her. This was such a shock to Connie that she
began to think. She had been thinking about herself so much that
she neglected others.
The next time Connie met a group of her friends she avoided
talking about herself and her travels. She ,,ouldn't talk about
herself unless someone asked her something. She asked her friends
to talk about themselves and their experiences. Neither Connie nor85
%
95

Unit 7
Chapter 5
II. Review Reading (continued)
her friends could believe the change. Conversations became so inter-
esting that no one was restltss or bored. Once Connie rediscovered
the value of silence, she discovered the value of others.
III. Writing
A. After you have read and discussed the reading in this chapter,
put the underlined words in the granular box in the appropriate
blanks below.
1. Conde learned to think of others, she was happier.
2. Connie travelled she could.
3. someone asked her sanething, Connie avoided telling
others about herself.
4. She liked to talk about herself anyone was
interested
5. Ear friends avoided meeting her, she decided to
change.
b, Once you have discussed the above completed sentences, put them
into chronological order in paragraph form.
C. Write a short paragrap',about
one thing you used to do, whenever
you could, whether you considered others or not, that you stopped
doing, and are happier for it.
IV. Quotation
Education isn't only books and music,
it's asking questions all the time.
86
Beltie Bryan:
96

*Chapter 1 in this Unit focuses on the grammar points that are
central in the Comprehensive Reading that follows. The remaining
Chapters in the Unit can be seen as a review of those grammar
points isolated in Units 1-8.
The Hoax
A student recently saw two workmen drilling on the road that
was in front of his dormitory. They were workmen who were hired
by the university. But the student telephoned the police. He in-
formed them that two students who were dressed up as workmen were
tearing up the road.
After he telephoned the police, the student went out where the
men were working. He told them that a student who liked to play
tricks on people might cone dressed like a policeman and order them
to leave. The workmen laughed and thanked the student for the infor-
mation and continued to work.
A policeman soon arrived at the dormitory. He walked over to
where the men were working. He explained that what they were doing
was illegal and that they should leave immediately. When the work-
men began to laugh, the situation, which was already bad, became
worse. When the policeman became angry, one of the workmen lost
his temper and threatened to call the police. The policeman pointed
out, however, that this was unnecessary since they were already under
arrest. When one of the workmen actually called the police, however,
they all realized what had happened. They were victims of a hoax.
87
97

Relative Pronouns (p. 460)
I read the book: which was on the table.
I saw the man who gave you the book.
I see the place where the book was.
I was there at iEJ7EIMe when the book was taken.
I saw the man whose book was on the table.
Relative Word in Clauses as Complements (p.470)
I know who writes poetry.
Relative Word in Clauses as Subjects (p.479)
What he wanted is difficult to say.
Nonrestrictive Clauses (p. 474)
John, who had never tried skating, fell on the ice.
I. Exchanges
A: It's easy for me to speak English.
B: Well, what is easy for you may not be easy for someone_else.
A: Do you know what this is?
B: No, but I think we can find someone who can tell us.
A: What's an employment agency?
B: It's a place where people go when they need a job.
A: I didn't know how often to take this medicine.
B: Isn't that written on the package?
A: Yes, but I can't read what the pharmacist wrote.
II. Proverbs
A doctor who treats himself has a fool for a patient.
Practice what you preach.
88

Unit 8
Chapter 1
III. Writing
A. Complete the following with relative clauSes.
ex. I don't like men.
I don't like men who think women are stupid.
1. I don't like policemen.
2. Students respect teachers.
3. I like places.
4. Principals get angry at teachers.
5. I don't do well on examinations.
B. Following the guidelines given below, write a different ending
to the Comprehensive Reading in this Unit. Do not use more
than 250 words.
Title : Arrest the POlice!
Introduction : The worker who telephoned the police returned --
the other workman still quarreling with police-
man -- resisting arrest
Development : More police arrived -- workmen told them that
the first policeman was a student -- new police?
mer: threatened to arrest the first one -- asked
for his identity card -- the first policeman
said that workers were students -- workers had
to prove identity
Conclusion : Discovered the truth -- they were victims of
a hoax.

,Unit 8
'Chapter 1
IV. Reading
90
Old Age Assistance
Old age can be a difficult time, especially for one who lives
alone. Often an old person is trapped in a big city apartment, and
-voticnow where to turn for help.
Take M. Tomkins,.for example. He is an 82 year old man who
lives alone in an old neighborhood in San Francisco. He has no close
relatives, and his friends have long since moved away. His only in-
cane is a small social security check, which barely covers the rent.
He is entitled to additional welfare money, but doesn't know who to
talk to about signing up. He is entitled to free medical care, but
doesn't know where or how to fill out an application.
What Mr. Tomkins needs is a visiting social worker who can
show him how to get assistance. He should be visited periodically
to make sure that he is getting all he is entitled to.
100

Unit 8
Chapter 2
I. Reading
The Premature Delight
There was once a teacher who made a meager living by teaching
five pupils in a very small village. The school was located between
a carpenter's shop and a blacksmith's shop. While the carpenter
sawed and nailed noisily, the blacksmith's hammer against his anvil
could be heard clearly in the schoolroom. Because of the noise, it
was extremely difficult for the students to learn and the teacher
to teach.
One day the carpenter and the blacksmith yAlled on the teacher
to announce their decision to move. The teacher was so delighted
by the news that he gave a farewell party for both the blacksmith
and the carpenter. During the lavish party the teacher said, "I've
been wondering where the two of you are planning to move." "Oh,
I'm just going to change shops with the carpenter," the blacksmith
replied. "Well," the teacher said unhappily, "my hopes for peace
and quiet have just gone up in smoke." The teacher, who had just
lost his hopes for peace and quiet, began to lose his savings for
the year, too, as the party continued on into the night.
II. Writing_
Following the guidelines given below, write about what the teacher
did after the party. Do not use more than 250 words.
Title: Return to Peabe and Quiet
Introduction: Teacher started a store -- since not many stores
in the village, business good -- sold food and
supplies -- made a lot of money
Development: Teacher decided to build a new school -- quietest
place in the country -- bought land -- most beautiful
school
Conclusion: New school quiet enough -- blacksmith and carpenter
far away as possible -- peace and quiet became a
reality.
91

Unit
Chapter 2
III. Reading
Funny or Not
People everywhere enjoy hearing a good joke. What people
laugh at, however, depends on such things as age, personality,
mood, and culiure.
One. kind of humor is called "sick humor." While some people
enjoy it, others wonder how anyone could laugh at it. The follow-
ing example is here for you to judge.
Two weeks before Christmas a man who had broken his leg lay
suffering in a hospital., He was not looking forward to spending
Christmas in the hospital, but the break was too serious for him
to be released.
The Christmas holidays passed, but on New Year's Eve the pa-
tient,manted to go to his friend's house where there was a party
going on. After he convinced the doctor to let him go, he caught
a cab and took off. He got out of the cab in front of his friend's
house and tried to get to the door as fast as he could. In the
process, however, he slipped on a piece of ice and broke his other
leg.
IV. Activity
The .11plove reading might lead to the discussion of questions like
the following:
1) What is sick humor?
2) Is some of Korean humor sick?
3) What kinds of topics or people do Koreans joke about?
4) Why do people enjoy funny stories?
5) How is humor useful?
V. Quotation
No mind is thoroughly well organized that is deficient
in a sense of humor.

Unit 8
Chapter 3
I. Reading
Keep a Sharp Eye
The good old summertime is a great season for touring America.
Here are some hints for the foreign visitor.
Medical expenses in America are astronomical, One lady from
Austria slipped and broke her arm in California and ended up with
a $300 doctor and hospital bill. Make sure your medical insurance
covers you while abroad.
Nbst cowboys and Indians laid down their guns long ago, Al
Capone no longer roams the streets of Chicago, and reports that you
cannot walk outside in New York City after dark without a karate
expert by your side are somewhat exaggerated. But there is a high
crime rate in America's larger cities and you should keep that in
mind. Don't stroll through large parks at night; stay in the well-
lit busy sections of the city; and if you want to visit the "inner
city," do it by day and in organized tours. America's cities are
also full of con men. Be leery of sidewalk vendors offering you
cheap watches--probably hot--i.e., stolen--and of volunteer porters
who say they will take you to a nice cheap hotel.
Prostitution is illegal everywhere in the U.S., except Nevada.
And in many places the "John" (client) is considered as guilty as
the "hooker" (prostitute). The legal hazard, moreover, is by no
means the only one: many a tourist who has succumbed to the charms
of a state-side lady of the night has wound up without his wallet- -
and with assorted bruises.
Don't put your shoes outside your hotel door at night. No one
will polish them for you, and you may never see them again.
- Newsweek
II. Writing
A. Make a list of the topics that the above reading talks about.
If you feel that things have been left out that a foreign
visitor should know about, add these to your list.
B. Write a letter to a friend of yours in America who has never
been to Seoul, but is coming in a few weeks. Discuss the
topics that you listed above as you try to prepare him for
his visit.
.t* 11 103
93

Unit 8
Chapter 3
III. Reading
The Founding Streakers
So far, it is not a scheduled part of the nation's bicenten-
nial celebration, but "Streaking," as it turns out, is as old as
the Republic.
In the spring of 1776, a group of Continental Army soldiers
camping near a pond in Brooklyn, N.Y., would "ooze out of the
water and run to the houses naked with a design to insult and
wound female decency," according to papers recently unearthed by
the Rhode Island Historical Society.
Public outrage at such brazen behavior prompted an anti-
streaking lecture from Gen. Nathanael Greene, the Revolutionary
Army's youngest general. Greene scolded two Rhode Island regiments
for their "scandalous conduct," noting that "our enemies have
sought to fix a stigma on the New England people as being rude and
barbarous . .
. for heaven's sake don't let your behavior serve as
an example to confirm these observations." At one point in his
reprimand, the general asked: "Is there no ambition left alive but
that of being scandalous?" Two centuries later, the answer still
seems to be "nay ".
- Newsweek
IV. Quotation
Scandal is` (gossip made tedious by morality.
- Lady Windermere's Fan
V. Activity
Discuss the relationship between:
1) streaking and scandal
2) scandal and gossip
3) gossip and streaking
4) streaking and morality
5) gossip and morality
104

Unit 8
Chapter 4
I. Reading
from Motherland Should be a Dirty Word
I don't care a fig about women's rights. Women's rights,
however, are directly tied to the number of babies which are
born. The biggest argument in favor of the women's liberation
movement is not that women should have more opportunities, be
happier,. or live fuller lives. The biggest argument is that
thtly should stop thinking of motherhood as the highest career
to which they can aspire.
Two children per family is considered about right in terms
of the country's ability to adjust torits growing population.
If the U.S. population reaches 280 Intlion by the year 2,000- -
which it is expected to do at the present rates--this will be
like adding nearly 4 billion Indians to the world's population.
This idea was expressed well by Dr. Reid A. Bryson. According
to him, the United States averages about sixty people per square
mile. But when you consider how many cars, washing machines,
and electric lights each of these people uses, it is as if each
person had 150 slaves. Each gadget requires food--in the form of
fuel --and each throws off metabolic wastes.
- Henry W. Pierce
II. Activity
Apply to the above reading the following exercises from Unit 4,
Chapter 4:
1) Vocabulary Exercises A, B, C, D, and E
2) Writing Exercises A and B
11)5
95

Unit 8
thapter 4
III. Poetry
Richard Cory
Whenever Richard Cory went downtown,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored and imperially slim.
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good morning," and he glittered when he walked.
And he was rich--yes, richer than a king
And admirably schooled in every grace:
In fire, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
- Edwin A. Robinson
IV. Activities
A. Poetry, even more than prose, requires drawing inferences.
Draw inferences to list reasons why "we" of the poem admired
Richard Cory.
B. List five reasons why you admire someone.
C. Compare the differences and similarities between your two
lists using techniques learned in Unit 5.
D. What does the last line say about Richard Cory? Write two
or three of your opinions of Richard Cory. Exchange papers
and agree or disagree with each of the opinions.
96
106

Unit 8
, Chapter 4
V. Proverb/Quotation
Death is the grand levelev.
- Fuller 1732
For within the hollow crown
That rounds the mortal temples of a king
eeps Death his court.
- Shakespeare, Richard II
VI. Activities
A. Restate the above proverb or quotation in your own words.
B. What do your restatements say about death? Write three sentences
'giving an opinion of death drawn from your restatements.
97
7

Unit 8
Chapter 5
I. Rea.ciRin
Why Don't You Understand?
I read something some time ago by a man who had spent World
War II in a German concentration camp. This man and his fellow
prisoners tried both to save their lives and their human dignity,
and to resist the demands of their jailors. To do this, they
adopted an air of amiable dull witteciness, of smiling foolishness,
of cooperative and willing incompetence. Told to do something,
they listened attentively and nodded their heads eagerly. Then
they askcd questions that showed they had not understood a word
of what had been said. As far as possible they did the opposite
or what they had been told to do. If they did do something, they
would do it as badly as possible. They realized that this would
not stop the war or even the administration of the camp. However,
it gave them a 'Jay of preserving a small part of their integrity
in a hopeless situation.
Does this not happen often in school? Children are prisoners,
School for them is a kind of jail. Do they not, to some extent,
escape and frustrate the relentless pressure of their elders by
withdrawing the most intelligent and creative parts of their minds
from the scene? Is this not at least a partial explanation of the
extraordinary stupidity that otherwise bright children so often
show in school? The stubborn and dogged "I don't get it" with
which they meet the instructions and explanations of their teachers
-- may it not be a statement of resistance as well as one of panic
and flight?
- John Holt, How Children Fail
II. Quotation
I have been studying how I may compare
This prison where I live unto the world.
98
- Shakespeare, Richard II
108

Unit 8
Chapter 5
III. Reading
I Don't Believe You
"I don't believe you," said Guy to his friend, who was
teilingitiruan incredible story about himself.
"Why? Have you never heard of these things?" replied
Jimmy, who loved to pull people's legs.
"How could you expect me to believe that?" said Guy heatedly,
"I'm not a fool you know."
"Well, let's forget it and find a place to sit down."
Guy was ready to forget what Jimmy had told him but was not
ready to forgive him for the insult of thinking that he was stu-
pid, or that he was easily fooled.
Jimmy knew very well that he might have hurt Guy's feelings
and his pride, but his sense of humor was such that he continued
as if his story was true and he was prepared to stand by it,
pretending he thought whoever would not believe it was a fool.
In fact, Jimmy's apparent pity for the poor fellow beside him
infuriated Guy, who wanted to hold jimmy responsible. The more
Jimmy seemed to sneer, the more Guy became upset and unable to
find the right words to say.
So Jimmy said, "Do you see that path over there? It must
lead to a picnicking spot near the river. Let's go there and
rest for a bit. When we finish our sandwiches, I'll tell you
another story like the one you are still thinking about."
Guy could not control himself any longer. "I am not think-
ing of your story. . . I don't want you to tell mo another one
. . . I think you are vulgar and inconsiderate. . . that you tell
lies to show off. . . that you . . . " Guy turned around and
strode quickly away from Jimmy who, though pleased with the effect
on his friend, was sorry to be left to eat his lunch by himself.
He watched G4 disappear around a bend some distance away
and said to himself, "How can mere words have such power to make
people angry and unhappy?"
- Short Passages
Educational Solutions
109
99

Unit 8
Chapter 5
IV. Poetry
100
So many gods, so many creeds,
So irony paths that wind and wind,
When just the art of being kind
Is all this sad world needs.
no
- Ella Wheeler Wilcox

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